I Don’t Want To Go To Bed Yet: Sleep Deprivation in School-Aged Children
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Date
2011-08-26
Authors
Davidson, Fiona
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Abstract
Sleep is an important component of child development, yet a growing number of children are
sleeping fewer hours than recommended. Correlational research has showed a significant
relationship between shortened sleep and difficulties with academic performance, attention and
behaviour, however, very few studies experimentally manipulate children’s sleep to evaluate the
daytime consequences. This study examined the impact of sleep restriction on attention,
behaviour, and cognitive functioning in typically developing children. Sleep duration was
restricted and extended by one hour in relation to baseline sleep for 4 nights each. The impact of
these sleep conditions was assessed through both objective (one-to-one tests) and subjective
(parent, teacher, RA, child questionnaires) measures. We hypothesized that all informants would
report a decrease in behavioural functioning (e.g., increased opposition, impulsivity and
hyperactivity) in the sleep restricted condition compared to sleep extended condition, and that
children would perform less well on tasks of academic functioning during the sleep restriction
condition. Results showed significant differences on parent ratings of attention and behaviour in
the restricted versus extended sleep condition. Teachers and children did not report any
significant changes. Importantly, the research assistant was blind to experimental condition, and
reported significant changes. Significant differences were also found on tasks of short-term
memory. These results indicate that even modest amounts of sleep restriction can affect daytime
behaviour in children, however, the changes may be subtle and not observable in a classroom
context.