scholarly journals 39.4 Assessing Validity of Parental Report of Early Childhood Sleep Difficulties

2021 ◽  
Vol 60 (10) ◽  
pp. S229
Author(s):  
Eric Pease ◽  
Julia Shekunov ◽  
Raphael Golebiowski ◽  
Vanessa Dang ◽  
Jake Arbon ◽  
...  
Keyword(s):  
Early Childhood ◽  
Parental Report ◽  
Sleep Difficulties

scholarly journals Sleep During Infancy, Inhibitory Control and Working Memory in Toddlers: Findings from the FinnBrain Cohort Study

2020 ◽  
Author(s):  
Isabel Morales Muñoz ◽  
Saara Nolvi ◽  
Tiina Mäkelä ◽  
Eeva Eskola ◽  
Riikka Korja ◽  
...  
Keyword(s):  
Working Memory ◽  
Early Childhood ◽  
Inhibitory Control ◽  
Infant Sleep ◽  
Daytime Sleep ◽  
School Aged Children ◽  
Delay Task ◽  
Time Awake ◽  
Linear Manner ◽  
Sleep Difficulties

Abstract Background: Sleep difficulties are associated with executive functioning (EF) impairment in school-aged children. However, much less is known about how sleep in infancy relates to EF in infants and/or toddlers. The aim of this study was to investigate whether parent-reported sleep patterns in infants at 6 and 12 months of age were associated with inhibitory control (IC) and working memory (WM) performances at 30 months. Methods: The children were divided into three sleep groups (i.e., “bad sleepers”, “intermediate sleepers” and “good sleepers”) based on percentile cut-off points in order to have a comprehensive understanding of the direction and nature of the associations between sleep and aspects of EF in early childhood. Sleep was assessed using the Brief Infant Sleep Questionnaire, IC was measured using a modified version of the Snack Delay task (N=425), and WM by using the Spin the Pots task (N=430). Results: Our results reported an inverted U-shaped association between proportion of daytime sleep at 12 months and IC at 30 months, indicating that average proportions of daytime sleep were longitudinally associated with better IC performance. Furthermore, a linear relation between time awake during night at 12 months and WM at 30 months was found, with more time awake at night associating with worse WM. Conclusions: Our findings support the hypothesis that sleep disruption in early childhood is associated with the development of later EF and suggest that different sleep difficulties at 12 months distinctively affect WM and IC in toddlers, possibly also in a non-linear manner.

scholarly journals Plant Experience Questionnaire (Rioux & Wertz 2021)

2021 ◽  
Author(s):  
camille rioux ◽  
Annie E. Wertz
Keyword(s):  
Early Childhood ◽  
Cultural Transmission ◽  
Discriminant Validity ◽  
Human Cognition ◽  
Dimensional Structure ◽  
Parental Report ◽  
Convergent And Discriminant Validity ◽  
Infancy And Early Childhood ◽  
Age Range ◽  
Experience Questionnaire

A growing body of research investigating plant-related cognition and behaviors demonstrates that plants have shaped human minds and societies and that pursuing empirical research in this area can yield new insights into many aspects of human cognition and development, including food learning, danger avoidance, and cultural transmission. This research would greatly benefit from a validated measure that assesses experience with plants early in life. Here we present the validation of a new measure to assess such experience: The Plant Experience Questionnaire (PEQ), filling a major gap in the literature on plant-related cognition in infancy and early childhood. The PEQ was tested on a sample of 576 caregivers who completed the questionnaire about their child (age = 5-81 months). Factorial analysis revealed a four-dimensional structure of the questionnaire: (1) experience with indoor plants, (2) experience with outdoor plants, (3) eating from plants, and (4) parental prohibition from touching plants. The PEQ displayed good psychometric properties as shown with satisfactory internal consistency and convergent and discriminant validity and is suitable for a broad age range from infancy to early childhood. Therefore, the PEQ is an efficient and valuable tool for assessing plant experience in early life via parental report.

scholarly journals Sleep during infancy, inhibitory control and working memory in toddlers: findings from the FinnBrain cohort study

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Isabel Morales-Muñoz ◽  
Saara Nolvi ◽  
Tiina Mäkelä ◽  
Eeva Eskola ◽  
Riikka Korja ◽  
...  
Keyword(s):  
Working Memory ◽  
Early Childhood ◽  
Inhibitory Control ◽  
Sleep Questionnaire ◽  
Daytime Sleep ◽  
School Aged Children ◽  
Final Sample ◽  
Time Awake ◽  
Development Assessment ◽  
Sleep Difficulties

Abstract Background Sleep difficulties are associated with impaired executive functions (EFs) in school-aged children. However, much less is known about how sleep during infancy relates to EF in infants and toddlers. The aim of this study was to investigate whether parent-reported sleep patterns at 6 and 12 months were associated with their inhibitory control (IC) and working memory (WM) performances at 30 months. Methods This study included children whose parents filled in a sleep questionnaire at 6 or 12 months and who participated in the development assessment at 30 months (initial available sample at 30 months; N = 472). The final sample comprised (a) 359 infants with IC task and sleep questionnaire at 6 months and 322 toddlers at 12 months and (b) 364 infants with WM task and sleep questionnaire at 6 months and 327 toddlers at 12 months. Nighttime, daytime and total sleep duration, frequency of night awakenings, time awake at night, and proportion of daytime sleep were assessed at 6 and 12 months using the Brief Infant Sleep Questionnaire. IC at 30 months was measured using a modified version of the Snack Delay task, and WM was measured at 30 months using the Spin the Pots task. Further, children were divided into three groups (i.e., “poor sleepers”, “intermediate sleepers”, and “good sleepers”) based on percentile cut-offs (i.e., <10th, 10th–90th and > 90th percentiles) to obtain a comprehensive understanding of the direction and nature of the associations between sleep and EF in early childhood. Results Our results showed an inverted U-shaped association between proportion of daytime sleep at 12 months and IC at 30 months, indicating that average proportions of daytime sleep were longitudinally associated with better IC performance. Furthermore, a linear relation between time awake at night at 12 months and WM at 30 months was found, with more time awake at night associating with worse WM. Conclusions Our findings support the hypothesis that sleep disruption in early childhood is associated with the development of later EF and suggest that various sleep difficulties at 12 months distinctively affect WM and IC in toddlers, possibly in a nonlinear manner.

scholarly journals Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

2021 ◽  
Vol 12 ◽  
Author(s):  
Rebecca Harding ◽  
Elizabeth Schaughency ◽  
Jillian J. Haszard ◽  
Amelia I. Gill ◽  
Rebekah Luo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Mental Health Professionals ◽  
Oral Reading ◽  
Oral Language ◽  
Academic Outcomes ◽  
Sleep Problems ◽  
Academic Skills ◽  
Children’S Sleep ◽  
Sleep Difficulties

Background: Childhood sleep disordered breathing (SDB) has been linked to poorer academic performance; however, research has not investigated the extent improvement in SDB may alter outcomes across key academic skills. This study aimed to investigate if children's early SDB status could predict later academic outcomes, and if an improvement in SDB status across the early childhood years would coincide with better, later performance in key academic skills related to reading, numeracy, and listening comprehension.Methods: Eighty five case children with an SDB symptom score &gt;25 (maximum 77) were matched to 85 control children (score &lt;12) at recruitment (age 3). SDB severity (symptom history and clinical assessment) was evaluated at ages 3, 4, 6, and 8 years and performance on individually-administered academic skills assessed at age 8 (91% retention from age 3). Case children were categorized into “improved” or “not-improved” groups based on SDB trajectories over the 5 years. Contributions of SDB status and trajectory group to academic performance were determined using regression analysis adjusted for demographic variables.Results: History of SDB from age 3 predicted significantly poorer performance on some key academic skills (oral reading and listening skills) at age 8. Children whose SDB improved (45%) performed better in oral reading fluency than those whose SDB did not improve, but difficulties with specific tasks involving oral language (listening retell) remained when compared to controls.Conclusion: Findings support links between early SDB and worse academic outcomes and suggest key academic areas of concern around oral language. Findings highlight the need for child mental health professionals to be aware of children's sleep problems, particularly SDB (past and present), when assessing potential barriers to children's achievement, to assist with appropriate and timely referrals for evaluation of children's sleep difficulties and collaborative evaluation of response to intervention for sleep difficulties.

scholarly journals Sleep Difficulties in Preschoolers with Psychiatric Diagnoses

2019 ◽  
Vol 16 (22) ◽  
pp. 4485 ◽  
Author(s):  
Gabrielle Chénier-Leduc ◽  
Marie-Julie Béliveau ◽  
Karine Dubois-Comtois ◽  
Bryan Butler ◽  
Claude Berthiaume ◽  
...  
Keyword(s):  
Behavioral Disorders ◽  
Child Behavior Checklist ◽  
Sleep Problems ◽  
Communication Disorders ◽  
Psychiatric Clinic ◽  
Poor Sleep ◽  
Parental Report ◽  
Falling Asleep ◽  
The Impact ◽  
Sleep Difficulties

Background: Sleep problems among preschoolers are highly prevalent. Given the impact of poor sleep quality on development, this relationship is particularly relevant in vulnerable populations but is less documented. This study aims to document parental perception of sleep problems in preschoolers assessed in a psychiatric clinic, as a function of diagnosis type. Methods: Children (14–71 months, n = 228) were evaluated by a psychiatrist, and diagnoses were pooled into four categories: behavioral disorders, relational disorders/psychosocial problems, developmental coordination disorder (DCD), and communication disorders. Sleep problems were measured using the Child Behavior Checklist (CBCL). Results: In this clinical sample of preschoolers, 21.6% of children were identified as having a sleep problem by their parents. Behavioral disorders and communication disorders were associated with increased parental report of sleep problems (respectively, trouble falling asleep and nighttime awakenings), while DCD was associated with lower parental report of sleep problems (fewer nighttime awakenings and less difficulty falling asleep) (p < 0.05). Relational disorders were not associated with parental reports of sleep difficulties (p > 0.05). Moreover, some psychiatric categories were associated with specific sleep symptoms (such as difficulty falling asleep and night awakenings). Conclusion: Parents of preschoolers with behavioral disorders and communication disorders are more likely to report sleep problems in their children than parents of preschoolers with DCD and relational disorders. Since different categories of psychiatric disorders are associated with specific types of sleep complaints, screening, and treatment should be adapted accordingly.

scholarly journals The role of parental circadian preference in the onset of sleep difficulties in early childhood

2019 ◽  
Vol 54 ◽  
pp. 223-230 ◽  
Author(s):  
Isabel Morales-Muñoz ◽  
Timo Partonen ◽  
Outi Saarenpää-Heikkilä ◽  
Anneli Kylliäinen ◽  
Pirjo Pölkki ◽  
...  
Keyword(s):  
Early Childhood ◽  
Circadian Preference ◽  
Sleep Difficulties

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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