Treating Sleep Problems in Preschoolers: Improving Mental Health, the Transition to School, and Academic Outcomes

Not Applicable

Completed

• Conditions: Transition to primary school; Sleep problems; Mental Health - Other mental health disorders

• Registration Number: ACTRN12618001161213
• Lead Sponsor: Griffith University

Brief Summary

Not available

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Start: 2018-07-13
• Study Completion: 2019-10-23
• Last Update Posted: 17 August 2020

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 130

Inclusion Criteria

Children will be included in the study if they a) score above 41 on the Child Sleep Habits Questionnaire, and b) are rated as having a ‘moderate’ to ‘severe’ sleep problem through parent report on the screening survey. Parents must be willing to participate in either of the two conditions, consent to being filmed, and complete online assessments.

Exclusion Criteria

Children will be excluded from the study if they have a parent-reported intellectual or developmental disorder, as the Behavioural Sleep Program is designed for neurotypical children. Children must not have commenced their first year of formal full-time schooling.

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
Transition to school - as assessed by:<br><br>1. The Australian Early Development Instrument (Brinkman et al., 2007)<br><br>2. Academic achievement as assessed by teachers' assessment of the child against Foundation literacy and numeracy Australian curriculum standards.<br><br>[Initial follow up assessment (2 weeks post intervention), end of Term 1 (6 months post intervention; primary endpoint) and Term 2 (9 months post intervention). ];Child sleep problems - as assessed by the Child Sleep Habits Questionnaire (Owens et al., 2000) and a sleep diary.[Initial follow up assessment (2 weeks post intervention), end of Term 1 (6 months post intervention; primary endpoint) and Term 2 (9 months post intervention)]

Secondary Outcome Measures

Name	Time	Method
Emotional mental health problems as assessed by:<br><br>1. The Pre-school Anxiety Scale (Spence et al., 2001)<br><br>2. The Anxious/Depressed, Withdrawn/Depressed, and Somatic Complaints subscales of the Child Behaviour Checklist (Achenbach, 2001). [Initial follow up assessment (2 weeks post intervention), end of Term 1 (6 months post intervention) and Term 2 (9 months post intervention)];Behavioural mental health problems as assessed by:<br><br>1. The Eyberg Child Behaviour Inventory (Eyberg, 1978).<br><br>2. The Attention, Rule-Breaking Behaviour, and Aggressive Behaviour subscales of the Child Behaviour Checklist (Achenbach, 2001).[Initial follow up assessment (2 weeks post intervention), end of Term 1 (6 months post intervention) and Term 2 (9 months post intervention)]