Evaluation of novel school-based interventions for adolescent sleep problems: does parental involvement and bright light improve outcomes?

Bonnar, Daniel; Gradisar, Michael; Moseley, Lynette; Coughlin, Anne-Marie; Cain, Neralie; Short, Michelle A.

doi:10.1016/j.sleh.2014.11.002

Cited by 86 publications

(62 citation statements)

References 44 publications

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“…More recently, they evaluated school-based sleep education programs using adjunct bright light therapy and/or parental involvement within a motivational interviewing framework. 33 Contrary to their earlier studies, students reported decreased sleep onset latency and better mood ratings in addition to improved sleep knowledge in comparison to the control group. At a 6-week follow-up, improved sleep knowledge, mood, and decreased sleep onset latency were maintained.…”

Section: Introductioncontrasting

confidence: 70%

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Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being

et al. 2015

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Objectives Using a social learning model, the aim of the Sleep Smart Program was to primarily improve sleep health behaviors and secondarily improve academic performance and behavioral well-being. Design Randomized control trial for a social learning-based preventive intervention program. Participants A diverse group of seventh graders from 2 urban, middle schools were randomly assigned, according to school, to an 8-session Sleep Smart Program (SS = 70) or a comparison group (comparison = 73). Measurements Sleep patterns, sleep hygiene, and sleep health efficacy; academic performance; and behavioral well-being were assessed at 4 times of measure (baseline, postintervention, 2 follow-up times in eighth grade). Results SS seventh graders experienced significantly greater sleep health efficacy, improved physiological and emotional sleep hygiene, more time in bed, and earlier bedtimes vs comparison group. SS (vs comparison) participants also reported a significant decrease in internalizing behavior problems and sustained academic performance. Finally, although not maintained at time 4, SS participants continued to report improved sleep health efficacy at time 3, whereas the comparison group participants' sleep health efficacy declined. Conclusion The Sleep Smart preventive intervention was effective in improving sleep health efficacy, sleep hygiene, time in bed, and bedtimes; in maintaining grades; and in reducing internalizing behavior problems, yet these changes were not sustained at follow-up.

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Section: Introductioncontrasting

confidence: 70%

“…Few studies, however, have evaluated the effectiveness of sleep health programs for early adolescents. 31–33 …”

Section: Introductionmentioning

confidence: 99%

Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being

et al. 2015

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“…Actigraphy, a measure of rest-activity rhythms that is used as a proxy for sleep, could provide objective data on sleep parameters, although the expense and data cleaning procedures involved may limit the feasibility of using actigraphy in sleep-health dissemination programs in larger samples. Several recent studies, however, have demonstrated that it is possible to utilize this type of equipment to collect data in large samples (60;61). Nevertheless, strategies using personal consumer electronics, such as online sleep coaches, fitness trackers, and/or web-based lectures, may further increase feasibility in collecting data and providing tailored feedback to participants.…”

Section: Discussionmentioning

confidence: 99%

Pilot study of a sleep health promotion program for college students

et al. 2016

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Objectives We conducted a pilot study of a sleep health promotion program for college students. The aims of the study were to 1) determine the feasibility of the program, and 2) explore changes in sleep knowledge and sleep diary parameters. Design Open trial of a sleep health promotion program for college students. Setting A small liberal arts university in southwestern Pennsylvania Participants University students (primarily female). Intervention Active intervention components included individualized email feedback based on each participant’s baseline sleep diary and an in-person, group format presentation on sleep health. Measurements Participants completed online questionnaires and sleep diaries before and after the health promotion intervention. Online questionnaires focused on sleep knowledge and attitudes toward sleep, as well as Patient Reported Outcomes Measurement Information System (PROMIS) sleep and psychosocial assessments. Results Of participants who completed some aspect of the study, 89% completed at least one intervention component (in-person lecture and/or sleep diary). Participants reported significant improvement in sleep knowledge and changes in sleep diary parameters (decreased sleep onset latency and time spent in bed, resulting in greater sleep efficiency). Sleep duration also increased by 30 minutes among short sleepers who obtained <7 hours sleep at baseline. Conclusions Preliminary evaluation of a brief program to promote sleep health suggests that it is feasible and acceptable to implement, and that it can favorably alter sleep knowledge and behaviors reported on the sleep diary in college students. Controlled trials are warranted.

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“…For ceiling effects, we assume adolescents who engage in help-seeking behaviour (i.e., attending weekly sessions) are highly motivated (i.e., high desire, need and reason), but usually have tried several approaches without success (relatively lower ability). We predict that the levels of motivation in the present study are likely to be replicated in future studies with such a subsample of this population, yet will likely differ with other samples (i.e., those involved in school-based sleep interventions; Bonnar et al, 2015). Future research is needed to validate measurement in this specific field.…”

Section: One Of the Most Validated Treatments For Dswpd In Adolescentmentioning

confidence: 79%

“…Likewise, the LED light glasses provided adolescents with access to bright light. Indeed, adolescents enrolled in a motivational interviewing based school intervention obtain improved sleep health when provided access to bright light glasses and/or supported by their parents (compared to controls;Bonnar et al, 2015). Thus, we recommend clinicians attempt to enhance access to bright light and engage parents in sleep interventions in order to address adolescents' moderate confidence in changing their sleep behaviours.DSWPD clients' lower conscientiousness scores on personality measuresrelative to controls(Wilhelmsen et al, 2013b;Micic et al, 2017), suggest that they may be less motivated to deal with issues or may prioritise enjoyment and leisure (prolonging evening activities; sleeping-in, etc.)…”

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confidence: 99%

Readiness to change and commitment as predictors of therapy compliance in adolescents with Delayed Sleep-Wake Phase Disorder

et al. 2019

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Acknowledgements:We thank the Clinical and Provisional psychologists at the Child and Adolescent Sleep Clinic who were involved with therapy delivery and 3 rdyear Bachelor of Psychology placement students for assistance with data collection. AbstractObjectives: Recent evidence indicates that adolescents' motivation to change sleepwake patterns is low, despite significant impact of adolescent sleep problems on many areas of daytime functioning. The aim of the present study is to evaluate components of adolescents' motivation, and subsequent changes in behaviour. Methods: Fifty-six adolescents, aged 13-23 (M=15.8±2.3y; 38%m) diagnosed with Delayed Sleep-Wake Phase Disorder underwent three therapy sessions involving bright light therapy to phase advance sleep patterns. Adolescents were instructed to advance wake-up times by 30-minutes daily. Motivation ratings of desire, ability, need and commitment to change sleep patterns were taken at baseline. Sleep diaries were taken at the end of treatment session 1, with sequentially earlier wake-up times in 30-min intervals indicating compliance.Results: Adolescents' sleep-onset times were significantly advanced, total sleep time increased and sleep latency decreased (all p<.05). Adolescents indicated strong desire, reasons and need, yet moderate ability and commitment to advance their sleep-wake patterns. Therapy lasted 6-27 days (M=13.9 ± 4.5) and clients complied for approximately half the time (between 3-15 days; M= 8.8 ± 2.7). Commitment was associated with ability (r=.66, p<.001) but not desire, reason or need (all p>.05).Adolescents' desire to change (r=.30, p=.03) and commitment (r=.30, p=.03) were positively correlated with behaviour change, but their need, ability and reasons were not. A mediation analysis showed that ability and desire were important in predicting behaviour change, by total effects through commitment (i.e., indirectly and directly). Conclusion:Our findings suggest that the total effects of ability (i.e., confidence) and desire to change are the best predictors of behavioural changes, thus clinicians should focus on these components of the readiness to change model when undertaking treatments with sleep-disordered adolescents.

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Evaluation of novel school-based interventions for adolescent sleep problems: does parental involvement and bright light improve outcomes?

Cited by 86 publications

References 44 publications

Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being

Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being

Pilot study of a sleep health promotion program for college students

Readiness to change and commitment as predictors of therapy compliance in adolescents with Delayed Sleep-Wake Phase Disorder

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