Time for Bed: Parent-Set Bedtimes Associated with Improved Sleep and Daytime Functioning in Adolescents

Short, Michelle A.; Gradisar, Michael; Wright, Helen R.; Lack, Leon; Dohnt, Hayley; Carskadon, Mary A.

doi:10.5665/sleep.1052

Cited by 206 publications

(176 citation statements)

References 24 publications

Supporting

Mentioning

163

Contrasting

Unclassified

Order By: Relevance

“…These findings are in line with developmental research showing the absence of parental involvement in the decision-making of adolescents is related to an increase in behavior problems (Van Petegem et al 2012). This is particularly noteworthy since the percentage of adolescents who report having a parent-set bedtime steadily declines from 33 % at age 13 to 0 % at age 18 (Short et al 2011).…”

Section: Family Factorssupporting

confidence: 89%

“…Adolescents with parent-set bedtimes have earlier bedtimes and obtain more nighttime sleep and also experience less fatigue and improved daytime functioning (Short et al 2011). Adolescents with parent-set bedtimes of 10:00 p.m. or earlier are 24 % less likely to experience depression and 20 % less likely to have suicidal ideation in comparison to adolescents with parent-set bedtimes of midnight or later (Gangwisch et al 2010).…”

Section: Family Factorsmentioning

confidence: 99%

“…In particular, parents of adolescents with ADHD describe their family environments as being less organized and structured and having significantly greater family conflict in comparison to parents of adolescents without ADHD (Deault 2010;Schroeder and Kelley 2009). Moreover, parents of adolescents with ADHD are less likely to provide consistent and clear structure surrounding house-rules and routines such as bedtime (Deault 2010), and as reviewed above, adolescents without consistent parent-set bedtimes obtain less sleep and have greater daytime sleepiness than adolescents with parent-set bedtimes (National Sleep Foundation 2006;Noble et al 2012;Short et al 2011). Further, parenting behaviors such as monitoring and rejection/hostility are associated with delinquency (Hoeve et al 2009), affiliation with deviant peers (Claes et al 2005;Galambos et al 2003), and substance use (Burke et al 2001;Dishion et al 2004;Marshal et al 2003), which in turn is likely to impact sleep functioning.…”

Section: Example Psychosocial Factorsmentioning

confidence: 99%

See 2 more Smart Citations

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

Becker

Langberg

Byars

2015

J Youth Adolescence

158

130

View full text Add to dashboard Cite

Sleep problems in adolescence have been identified as an international public health issue. Over the past few decades, notable advances have been made in our understanding of the patterns and consequences of sleep in adolescence. Despite these important gains, there is much about the role of sleep in adolescence that remains to be understood. This Special Issue brings together studies that examine sleep as it specifically pertains to adolescent development and adjustment. In this introductory article, we argue for the importance of grounding the study of sleep and adolescence in developmental science and a developmental psychopathology framework. First, a review of the literature is used to outline a biopsychosocial and contextual model of sleep in adolescence. Second, attention-deficit/hyperactivity disorder (ADHD) is used as an exemplar of the proposed model given the pervasiveness of sleep problems among youth with ADHD and the likelihood that sleep problems and ADHD symptoms are interconnected in complex ways. Finally, a brief introduction to the empirical articles included in the Special Issue is provided, with particular attention given to how these articles fit within the proposed biopsychosocial and contextual model. Along with the framework proposed in this article, the studies included in this Special Issue advance the current literature and point to critical directions for future research.

show abstract

Section: Family Factorssupporting

confidence: 89%

Section: Family Factorsmentioning

confidence: 99%

Section: Example Psychosocial Factorsmentioning

confidence: 99%

See 1 more Smart Citation

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

Becker

Langberg

Byars

2015

J Youth Adolescence

158

130

View full text Add to dashboard Cite

show abstract

“…Neither study reported whether parental or broader school inclusion was instrumental in changing sleep, but the behavior change literature and previous studies support parental involvement. 40 …”

Section: Community and Parental Inclusionmentioning

confidence: 99%

Lessons Learned from Sleep Education in Schools: A Review of Dos and Don'ts

Blunden

Rigney

2015

Journal of Clinical Sleep Medicine

View full text Add to dashboard Cite

Study Objectives: Sleep duration and quality are associated with negative neuropsychological and psychosocial outcomes in children and adolescents. However, community awareness of this is low and sleep education programs in schools are attempting to address this issue. Several studies now exist assessing the effi cacy of these sleep education programs for improving sleep knowledge, sleep hygiene and sleep patterns. This paper presents these sleep education programs, most particularly, it presents the strengths and weaknesses of the current available studies in the hope that this can identify areas where future sleep education programs can improve. Methods: A systematic search of all school-based sleep education studies in adolescents was undertaken. Studies were scrutinized for author, teacher and participant comment regarding strengths and limitations of each study, which were then extracted and summarized. Results: Two specifi c types of sleep education programs emerged from the review, those that sought to change sleep behavior and those that sought simply to disseminate information. Issues that dictated the strength or weakness of a particular study including who delivers the program, the theoretical basis, the tools utilized to measure sleep patterns, the content, and their capacity to engage students were assessed. Sleep education was considered important by teachers, students and parents alike. Conclusions: Future sleep education programs need to take into account lessons learned from previous sleep education efforts in order to maximize the potential for sleep education programs to improve the sleep health of our young people. Commentary: A commentary on this article appears in this issue on page 595.

show abstract

“…Obtaining more sleep has been shown to benefit daytime functioning in adolescents and positively influence mood, whereas sleep deprivation worsens mood (Baum et al, 2014;Short & Louca, 2015;Short et al, 2011). Perhaps our sample of adolescents with ASD did not differ from the NT sample in the level of their self-reported symptoms of anxiety and depression in part because they benefitted from extra sleep.…”

Section: Discussionmentioning

confidence: 81%

Poor sleep quality is associated with discordant peer relationships among adolescents with Autism Spectrum Disorder

Phung

Goldberg

2017

Research in Autism Spectrum Disorders

View full text Add to dashboard Cite

A B S T R A C TBackground: Individuals with Autism Spectrum Disorder (ASD) experience impairments in social communication, and these deficits often make it difficult to form and maintain friendships with peers. Poor sleep quality and daytime sleepiness are common among adolescents with ASD, and consequences of poor sleep may make social interactions difficult. Connections between sleep quality and social relationships in ASD samples have been understudied; the current study addresses this gap. Method: Participants were community samples of 19 adolescents with ASD and 10 neurotypical (NT) adolescents. Adolescents completed questionnaires about closeness and discord in relationships with a same-gender peer, and they reported on sleep-wake problems, daytime sleepiness, and internalizing problems. Adolescents also wore an actigraph for 7-nights. Results: Pearson correlations revealed significant associations between adolescents' reports of sleep problems and discordant peer relationships; more sleep-wake problems and more daytime sleepiness were associated with more discord with peers in the sample with ASD, but not in the NT sample. The closeness aspect of peer relationships was not significantly associated with sleep quality. Internalizing problems did not mediate between sleep quality and discordant relationships. Conclusions: Adolescents' reports of more sleep problems and daytime sleepiness, but not actigraph indicators of sleep quality, were directly associated with discordant peer relationships. Adolescents who are already challenged in social interactions due to ASD may be especially vulnerable to intense negativity in peer relationships when they also experience poorer nighttime sleep and more daytime sleepiness. NT adolescents may be better able to regulate social interactions despite poor sleep and feeling tired.

show abstract

Time for Bed: Parent-Set Bedtimes Associated with Improved Sleep and Daytime Functioning in Adolescents

Cited by 206 publications

References 24 publications

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

Lessons Learned from Sleep Education in Schools: A Review of Dos and Don'ts

Poor sleep quality is associated with discordant peer relationships among adolescents with Autism Spectrum Disorder

Contact Info

Product

Resources

About