Michelle A. Short

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

STUDY OBJECTIVES To determine the proportion of adolescents whose bedtime is set by their parents and to evaluate whether parent-set bedtimes are associated with earlier bedtimes, more sleep, and better daytime functioning. PARTICIPANTS 385 adolescents aged 13-18 years (mean = 15.6, SD = 0.95; 60% male) from 8 socioeconomically diverse schools in South Australia. MEASUREMENTS AND METHODS Adolescents completed the School Sleep Habits Survey during class time and then completed an 8-day Sleep Diary. The Flinders Fatigue Scale was completed on the final day of the study. RESULTS 17.5% of adolescents reported a parent-set bedtime as the main factor determining their bedtime on school nights. Compared to adolescents without parent-set bedtimes, those with parent-set bedtimes had earlier bedtimes, obtained more sleep, and experienced improved daytime wakefulness and less fatigue. They did not differ significantly in terms of time taken to fall asleep. When parent-set bedtimes were removed on weekends, sleep patterns did not significantly differ between groups. CONCLUSIONS Significant personal and public health issues, such as depression and accidental injury and mortality, are associated with insufficient sleep. Converging biological and psychosocial factors mean that adolescence is a period of heightened risk. Parent-set bedtimes offer promise as a simple and easily translatable means for parents to improve the sleep and daytime functioning of their teens.

The discrepancy between actigraphic and sleep diary measures of sleep in adolescents

OBJECTIVE To explore the discrepancy between sleep diary and actigraphic measures of sleep in adolescents and to ascertain whether these discrepancies may vary according to characteristics of the participant. METHODS Participants were 385 adolescents aged 13-18years (X=15.6, standard deviation [SD]=0.95; 60% male) from eight high schools in South Australia. Adolescents completed the School Sleep Habits Survey and Pediatric Daytime Sleepiness Scale during class time, followed by an 8-day sleep diary and wrist actigraphy. The Flinders Fatigue Scale was completed on the final day of the study. Parents completed a sleep, medical, education, and family history survey. RESULTS Actigraphic estimates of wake after sleep onset (WASO) were substantially greater than sleep diary estimates (74min actigraphy vs. 7min sleep diary) and actigraphic estimates of total sleep time were substantially less than sleep diary and parent report (6h 51min actigraphy vs. 8h 16min sleep diary vs. 8h 51 parent report). Actigraphy displayed no significant relationship with daytime functioning and weak relationships with concomitantly recorded sleep diary variables. Sex and puberty-related differences in actigraphic scoring were found, with more WASO and less sleep scored in boys compared to girls and more WASO scored amongst pubertally-mature boys than boys of less advanced pubertal development. CONCLUSIONS There may be differences in the sleep of adolescents that result in less actigraphic total sleep scored than perceived, particularly in boys, possibly because of increased sleep motor activity in adolescents that actigraphic algorithms score as wake. This is a significant concern that requires further examination with polysomnography.

The impact of sleep on adolescent depressed mood, alertness and academic performance

The present study developed and tested a theoretical model examining the inter-relationships among sleep duration, sleep quality, and circadian chronotype and their effect on alertness, depression, and academic performance. Participants were 385 adolescents aged 13-18 years (M = 15.6, SD = 1.0; 60% male) were recruited from eight socioeconomically diverse high schools in South Australia. Participants completed a battery of questionnaires during class time and recorded their sleep patterns in a sleep diary for 8 days. A good fit was found between the model and the data (χ(2)/df = 1.78, CFI = .99, RMSEA = .04). Circadian chronotype showed the largest association with on adolescent functioning, with more evening-typed students reporting worse sleep quality (β = .50, p < .001) and diminished alertness (β = .59, p < .001). Sleep quality was significantly associated with poor outcomes: adolescents with poorer sleep quality reported less sleep on school nights (β = -.28, p < .001), diminished daytime alertness (β = .33, p < .001), and more depressed mood (β = .47, p < .001). Adolescents with poor sleep quality and/or more evening chronotype were also more likely to report worse grades, through the association with depression. Sleep duration showed no direct effect on adolescent functioning. These results identified the importance of two lesser-studied aspects of sleep: circadian chronotype and sleep quality. Easy-to-implement strategies to optimize sleep quality and maintain an adaptive circadian body clock may help to increase daytime alertness, elevate mood, and improve academic performance.

Estimating adolescent sleep patterns: parent reports versus adolescent self-report surveys, sleep diaries, and actigraphy

Background In research and clinical contexts, parent reports are often used to gain information about the sleep patterns of their adolescents; however, the degree of concordance between parent reports and adolescent-derived measures is unclear. The present study compares parent estimates of adolescent sleep patterns with adolescent self-reports from surveys and sleep diaries, together with actigraphy. Methods A total of 308 adolescents (59% male) aged 13–17 years completed a school sleep habits survey during class time at school, followed by a 7-day sleep diary and wrist actigraphy. Parents completed the Sleep, Medical, Education and Family History Survey. Results Parents reported an idealized version of their adolescent’s sleep, estimating significantly earlier bedtimes on both school nights and weekends, significantly later wake times on weekends, and significantly more sleep than either the adolescent self-reported survey, sleep diary, or actigraphic estimates. Conclusion Parent reports indicate that the adolescent averages a near-optimal amount of sleep on school nights and a more than optimal amount of sleep on weekends. However, adolescent-derived averages indicate patterns of greater sleep restriction. These results illustrate the importance of using adolescent-derived estimates of sleep patterns in this age group and the importance of sleep education for both adolescents and their parents.

The Sleep Patterns and Well-Being of Australian Adolescents.

AIM Adolescent sleep patterns vary between countries, and these differences influence adolescent functioning and well-being. The present study provides data on the sleep and well-being of Australian adolescents. METHODS 385 adolescents aged 13-18 years were recruited from 8 South Australian schools spanning the socio-economic spectrum. Adolescents completed survey battery during class time at school, followed by a 7-day sleep diary. RESULTS Australian adolescents, on average, obtained inadequate sleep across the school week. Adolescents commonly reported difficulty initiating sleep, unrefreshing sleep, and the subjective feeling of restless legs. Problematic levels of sleepiness, fatigue, depressed mood and anxiety were highly prevalent. Later bedtimes, longer sleep onset latencies, and shorter sleep duration were significantly associated with aspects of poor daytime functioning. CONCLUSION These results add to our knowledge of adolescent sleep and well-being worldwide. They also highlight the need for greater attention to sleep during this phase of development, when future behaviors and outcomes are being shaped.

A Cross-Cultural Comparison of Sleep Duration Between U.S. and Australian Adolescents The Effect of School Start Time, Parent-Set Bedtimes, and Extracurricular Load

STUDY OBJECTIVE To test whether sleep duration on school nights differs between adolescents in Australia and the United States and, if so, whether this difference is explained by cultural differences in school start time, parental involvement in setting bedtimes, and extracurricular commitments. PARTICIPANTS Three hundred eighty-five adolescents aged 13 to 18 years (M = 15.57, SD = 0.95; 60% male) from Australia and 302 adolescents aged 13 to 19 years (M = 16.03, SD = 1.19; 35% male) from the United States. METHODS Adolescents completed the School Sleep Habits Survey during class time, followed by an 8-day sleep diary. RESULTS After controlling for age and gender, Australian adolescents obtained an average of 47 minutes more sleep per school night than those in the United States. Australian adolescents were more likely to have a parent-set bedtime (17.5% vs. 6.8%), have a later school start time (8:32 a.m. vs. 7:45 a.m.), and spend less time per day on extracurricular commitments (1 h 37 min vs. 2 h 41 min) than their U.S. peers. The mediating factors of parent-set bedtimes, later school start times, and less time spent on extracurricular activities were significantly associated with more total sleep. CONCLUSIONS In addition to biological factors, extrinsic cultural factors significantly affect adolescent sleep. The present study highlights the importance of a cross-cultural, ecological approach and the impact of early school start times, lack of parental limit setting around bedtimes, and extracurricular load in limiting adolescent sleep.Study Objective. To test whether sleep duration on school nights differs between adolescents in Australia and the United States and, if so, whether this difference is explained by cultural differences in school start time, parental involvement in setting bedtimes, and extracurricular commitments. Participants. Three hundred eighty-five adolescents aged 13 to 18 years (M = 15.57, SD = 0.95; 60% male) from Australia and 302 adolescents aged 13 to 19 years (M = 16.03, SD = 1.19; 35% male) from the United States. Methods. Adolescents completed the School Sleep Habits Survey during class time, followed by an 8-day sleep diary. Results. After controlling for age and gender, Australian adolescents obtained an average of 47 minutes more sleep per school night than those in the United States. Australian adolescents were more likely to have a parent-set bedtime (17.5% vs. 6.8%), have a later school start time (8:32 a.m. vs. 7:45 a.m.), and spend less time per day on extracurricular commitments (1 h 37 min vs. 2 h 41 min) than their U.S. peers. The mediating factors of parent-set bedtimes, later school start times, and less time spent on extracurricular activities were significantly associated with more total sleep. Conclusions. In addition to biological factors, extrinsic cultural factors significantly affect adolescent sleep. The present study highlights the importance of a cross-cultural, ecological approach and the impact of early school start times, lack of parental limit setting around bedtimes, and extracurricular load in limiting adolescent sleep.

Delayed sleep phase disorder in an Australian school-based sample of adolescents.

STUDY OBJECTIVES To establish the extent to which the developmental changes in sleep timing experienced by Australian adolescents meet the International Classification of Sleep Disorders (ICSD-2) diagnostic criteria for delayed sleep phase disorder (DSPD), and whether adolescents with DSPD engage in poorer lifestyle choices, and are more impaired compared to good sleeping adolescents. METHODS Three-hundred seventy-four Australian adolescents (mean age 15.6 years, SD 1.0) participants completed a 7-day sleep diary, wore wrist actigraphy, and completed a battery of questionnaires to assess DSPD criteria. RESULTS The ICSD-2 criteria for DSPD were met by 1.1% (N = 4) of the adolescents sampled. The majority of adolescents (51.9%, N = 194) met one criterion, 14% (N = 52) of the adolescents met 2 criteria, while 33.2% (N = 124) did not fulfill any DSPD criteria. Despite having significantly delayed sleep timing, adolescents who met all criteria for DSPD reported similar lifestyle habits and daytime functioning. However, there were trends for greater alcohol and caffeine consumption, less sport participation, yet more time spent on extracurricular activities (i.e., learning to play a musical instruments for adolescents with DSPD. CONCLUSIONS Despite the majority of adolescents reporting DSPD symptoms, only a small minority met full diagnostic criteria. Adolescents with DSPD reported similar lifestyle habits and daytime functioning to those with some or no symptoms. Future investigations of non-school-attending DSPD adolescents are needed to confirm the trends for lifestyle behaviors found in the present study.

Sleep deprivation leads to mood deficits in healthy adolescents

STUDY OBJECTIVES The objectives of the study were to investigate the effects of 36 h of sleep deprivation on the discrete mood states of anger, depression, anxiety, confusion, fatigue, and vigour in healthy adolescents. METHOD Twelve healthy adolescent good sleepers (six male), aged 14-18 years (M = 16.17, standard deviation (SD) = 0.83), spent three consecutive nights in the sleep laboratory of the Centre for Sleep Research: two baseline nights with 10-h sleep opportunities and one night of total sleep deprivation. Every 2 h during wakefulness, they completed the Profile of Mood States - Short Form. Mood across two baseline days was compared to mood at the same clock time (0900 h to 1900 h) following one night without sleep. RESULTS The subscales of depression, anger, confusion, anxiety, vigour, and fatigue were compared across days. All mood states significantly worsened following one night without sleep. Females showed a greater vulnerability to mood deficits following sleep loss, with greater depressed mood and anxiety following sleep deprivation only witnessed among female participants. While both males and females reported more confusion following sleep deprivation, the magnitude of this effect was greater for females. CONCLUSIONS This study provides empirical support for the notion that sleep loss can causally affect mood states in healthy adolescents, with females having heightened vulnerability. Understanding the detrimental effects of insufficient sleep during adolescence is important, as it is a stage where sleep loss and mood dysregulation are highly prevalent. These findings escalate the importance of promoting sleep for the well-being of adolescents at this critical life phase.

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

OBJECTIVES The current study aimed to evaluate school-based motivational sleep education programs (SEPs) with adjunct bright light therapy (BLT) and/or parental involvement (PI). DESIGN Randomized controlled trial. SETTING Six high schools, matched on socio-economic status (SES). PARTICIPANTS A total of 193 adolescents (mean age, 16.3 ± 0.4 years, 79%f). INTERVENTION Classes were randomly assigned to (i) SEP + BLT, (ii) SEP + PI, (iii) SEP + BLT + PI, or (iv) classes-as-usual (CAU). Sleep education programs involved 4×50 minute classes (over 4 weeks) based on a Motivational Interviewing framework (Sleep Med 2011;12:246-251). Students in BLT groups attempted a weekend phase advance using portable green light LED glasses (500 nm; 506 lux). Parents of PI groups watched a series of 4 YouTube clips (2-3 minutes in length) outlining their adolescents learning in class and how they could assist. Students in the CAU groups continued their regular classes. MEASUREMENTS Online questionnaires measuring sleep knowledge, sleep patterns (bedtime, sleep latency, total sleep time [TST], etc) and mood at preintervention and postintervention and 6-week follow-up. Intervention groups also completed a motivation-to-change questionnaire and provided qualitative feedback. RESULTS Improvements in sleep knowledge (d = 0.59-0.88), sleep onset latency (d = 0.45-0.50), TST (d = 0.32-0.57), and mood (d = 0.24-0.46) were observed in all intervention groups relative to the CAU group. Similar improvements were observed in a subgroup of students identified as having delayed sleep timing (ie, sleep knowledge: d = 0.45-0.92; sleep onset latency: d = 0.59-0.82; TST: d = 0.82-1.18). Increases in motivation to regularize out of bedtimes, obtain morning bright light (BLT groups), and avoid sleeping-in on weekends occurred (all P < .005). CONCLUSIONS This motivational SEP produced meaningful and similar benefits for adolescents in all intervention groups. Longer BLT (ie, over school holidays) and more intensive parental inclusion should be investigated in future studies.

The effect of one night's sleep deprivation on adolescent neurobehavioral performance

STUDY OBJECTIVES To investigate the effects of one nights sleep deprivation on neurobehavioral functioning in adolescents. DESIGN Participants completed a neurobehavioral test battery measuring sustained attention, reaction speed, cognitive processing speed, sleepiness, and fatigue every 2 h during wakefulness. Baseline performance (defined as those test bouts between 09:00 and 19:00 on days 2 and 3, following two 10-h sleep opportunities) were compared to performance at the same clock time the day following total sleep deprivation. SETTING The sleep laboratory at the Centre for Sleep Research. PARTICIPANTS Twelve healthy adolescents (6 male), aged 14-18 years (mean = 16.17, standard deviation = 0.83). MEASUREMENTS AND RESULTS Sustained attention, reaction speed, cognitive processing speed, and subjective sleepiness were all significantly worse following one night without sleep than following 10-h sleep opportunities (all main effects of day, P < 0.05). Sleep deprivation led to increased variability on objective performance measures. There were between-subjects differences in response to sleep loss that were task-specific, suggesting that adolescents may not only vary in terms of the degree to which they are affected by sleep loss but also the domains in which they are affected. CONCLUSIONS These findings suggest that one night of total sleep deprivation has significant deleterious effects upon neurobehavioral performance and subjective sleepiness. These factors impair daytime functioning in adolescents, leaving them at greater risk of poor academic and social functioning and accidents and injuries.