Clinical implications of daytime sleepiness for the academic performance of middle school-aged adolescents with attention deficit hyperactivity disorder.
Clinical implications of daytime sleepiness for the academic performance of middle school-aged adolescents with attention deficit hyperactivity disorder.
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DOI：
10.1111/jsr.12049
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发表时间：
2013-10
影响因子：
4.4
通讯作者：
Evans SW
中科院分区：
文献类型：
--
作者：
Langberg JM;Dvorsky MR;Marshall S;Evans SW
本研究调查了100名患有注意力缺陷多动障碍（ADHD）的中学年龄青少年（Mage = 11.9）每晚总睡眠时间和白天嗜睡时间对学业功能的相对影响。该研究的主要目的是确定青少年在儿童日间嗜睡量表（PDSS）上的自我报告中测量的每晚和/或日间嗜睡的总时间是否能预测ADHD症状和相关协变量（如智力、成就分数和父母教育水平）以外的学业功能。自我报告的白天困倦程度，但不包括自我报告的每晚总睡眠时间，与所有学业成绩显著相关。当在层次回归模型中进行检验时，自我报告的白天嗜睡显著地预测了父母评定的家庭作业问题和学业障碍以及教师评定的学业能力，这些都高于ADHD症状和相关协变量，但不能预测GPA或教师评定的学业障碍。这些发现对更好地理解ADHD和睡眠之间的关系以及这种关系的功能含义的意义进行了讨论。
This study investigated the relative impact of total time slept per night and daytime sleepiness on the academic functioning of 100 middle school age youth (Mage = 11.9) with Attention-Deficit/Hyperactivity Disorder (ADHD). The primary goal of the study was to determine if total time slept per night and/or daytime sleepiness, as measured by youth self-report on the Pediatric Daytime Sleepiness Scale (PDSS), predicted academic functioning above and beyond symptoms of ADHD and relevant covariates, such as intelligence, achievement scores, and parent education level. Self-reported daytime sleepiness but not self-reported total time slept per night was significantly associated with all academic outcomes. When examined in a hierarchical regression model, self-reported daytime sleepiness significantly predicted parent-rated homework problems and academic impairment and teacher-rated academic competence above and beyond symptoms of ADHD and relevant covariates but did not predict GPA or teacher-rated academic impairment. The implications of these findings for better understanding the association between ADHD and sleep and the functional implications of this relationship are discussed.