Evaluation of a sleep education program for low-income preschool children and their families

Katherine E. Wilson, Alison L. Miller, Karen A. Bonuck, Julie C. Lumeng, Ronald D. Chervin

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

Study Objectives: To evaluate a novel sleep education program for low-income preschool children and their families. Design: Randomized trial of an educational intervention. Setting: Community-based. Participants: Head Start preschool families (n = 152) in greater Lansing and Detroit, Michigan. Interventions: Classrooms or Head Start sites were randomized to an intervention group (prompt intervention) versus a control group (delayed intervention). Parents attended a one-time, 45-min sleep education program and preschoolers received 2 w (320 total min) of classroom sleep curriculum. Measurements: Parent knowledge, attitudes, self-efficacy, and beliefs were assessed as the primary outcomes just before the 45-min sleep intervention, immediately postintervention, and approximately 1 mo postintervention. Parents reported their child's bedtimes and wake times on 7-day sleep diaries at baseline and at 1-mo follow-up. Average weeknight sleep durations and bedtimes served as secondary outcomes. Results: Linear mixed models showed a time x treatment effect for parents' knowledge, attitudes, and self-efficacy (each P < 0.05) but not beliefs. These improvements were found immediately postintervention but were not retained at 1-mo follow-up. Children in the intervention group improved their weeknight sleep duration at 1-mo follow-up by 30 min (11.0 ± 0.9 h vs. 10.5 ± 1.0 hours at baseline) compared to controls (10.4 ± 0.9 h versus 10.5 ± 0.9 h at baseline) (P = 0.04 for difference between groups). Children did not show statistically significant improvements in bedtime. Conclusions: Educational interventions in early childhood can have an effect on parents' sleep knowledge, attitudes, and self-efficacy, and on children's sleep behavior. However, repeated exposure to the new information may be important for parents as well as their children.

Original languageEnglish (US)
Pages (from-to)1117-1125
Number of pages9
JournalSleep
Volume37
Issue number6
DOIs
StatePublished - Jun 1 2014

Fingerprint

Preschool Children
Sleep
Education
Parents
Self Efficacy
Child Behavior
Curriculum
Linear Models
Control Groups

Keywords

  • Bedtimes
  • Curriculum
  • Education
  • Health behavior
  • Intervention
  • Preschool children
  • Sleep
  • Sleep duration
  • Socioeconomic status

ASJC Scopus subject areas

  • Physiology (medical)
  • Clinical Neurology

Cite this

Evaluation of a sleep education program for low-income preschool children and their families. / Wilson, Katherine E.; Miller, Alison L.; Bonuck, Karen A.; Lumeng, Julie C.; Chervin, Ronald D.

In: Sleep, Vol. 37, No. 6, 01.06.2014, p. 1117-1125.

Research output: Contribution to journalArticle

Wilson, Katherine E. ; Miller, Alison L. ; Bonuck, Karen A. ; Lumeng, Julie C. ; Chervin, Ronald D. / Evaluation of a sleep education program for low-income preschool children and their families. In: Sleep. 2014 ; Vol. 37, No. 6. pp. 1117-1125.
@article{f911e0e0b5b049e0a17c20b3c3b5b7e7,
title = "Evaluation of a sleep education program for low-income preschool children and their families",
abstract = "Study Objectives: To evaluate a novel sleep education program for low-income preschool children and their families. Design: Randomized trial of an educational intervention. Setting: Community-based. Participants: Head Start preschool families (n = 152) in greater Lansing and Detroit, Michigan. Interventions: Classrooms or Head Start sites were randomized to an intervention group (prompt intervention) versus a control group (delayed intervention). Parents attended a one-time, 45-min sleep education program and preschoolers received 2 w (320 total min) of classroom sleep curriculum. Measurements: Parent knowledge, attitudes, self-efficacy, and beliefs were assessed as the primary outcomes just before the 45-min sleep intervention, immediately postintervention, and approximately 1 mo postintervention. Parents reported their child's bedtimes and wake times on 7-day sleep diaries at baseline and at 1-mo follow-up. Average weeknight sleep durations and bedtimes served as secondary outcomes. Results: Linear mixed models showed a time x treatment effect for parents' knowledge, attitudes, and self-efficacy (each P < 0.05) but not beliefs. These improvements were found immediately postintervention but were not retained at 1-mo follow-up. Children in the intervention group improved their weeknight sleep duration at 1-mo follow-up by 30 min (11.0 ± 0.9 h vs. 10.5 ± 1.0 hours at baseline) compared to controls (10.4 ± 0.9 h versus 10.5 ± 0.9 h at baseline) (P = 0.04 for difference between groups). Children did not show statistically significant improvements in bedtime. Conclusions: Educational interventions in early childhood can have an effect on parents' sleep knowledge, attitudes, and self-efficacy, and on children's sleep behavior. However, repeated exposure to the new information may be important for parents as well as their children.",
keywords = "Bedtimes, Curriculum, Education, Health behavior, Intervention, Preschool children, Sleep, Sleep duration, Socioeconomic status",
author = "Wilson, {Katherine E.} and Miller, {Alison L.} and Bonuck, {Karen A.} and Lumeng, {Julie C.} and Chervin, {Ronald D.}",
year = "2014",
month = "6",
day = "1",
doi = "10.5665/sleep.3774",
language = "English (US)",
volume = "37",
pages = "1117--1125",
journal = "Sleep",
issn = "0161-8105",
publisher = "American Academy of Sleep Medicine",
number = "6",

}

TY - JOUR

T1 - Evaluation of a sleep education program for low-income preschool children and their families

AU - Wilson, Katherine E.

AU - Miller, Alison L.

AU - Bonuck, Karen A.

AU - Lumeng, Julie C.

AU - Chervin, Ronald D.

PY - 2014/6/1

Y1 - 2014/6/1

N2 - Study Objectives: To evaluate a novel sleep education program for low-income preschool children and their families. Design: Randomized trial of an educational intervention. Setting: Community-based. Participants: Head Start preschool families (n = 152) in greater Lansing and Detroit, Michigan. Interventions: Classrooms or Head Start sites were randomized to an intervention group (prompt intervention) versus a control group (delayed intervention). Parents attended a one-time, 45-min sleep education program and preschoolers received 2 w (320 total min) of classroom sleep curriculum. Measurements: Parent knowledge, attitudes, self-efficacy, and beliefs were assessed as the primary outcomes just before the 45-min sleep intervention, immediately postintervention, and approximately 1 mo postintervention. Parents reported their child's bedtimes and wake times on 7-day sleep diaries at baseline and at 1-mo follow-up. Average weeknight sleep durations and bedtimes served as secondary outcomes. Results: Linear mixed models showed a time x treatment effect for parents' knowledge, attitudes, and self-efficacy (each P < 0.05) but not beliefs. These improvements were found immediately postintervention but were not retained at 1-mo follow-up. Children in the intervention group improved their weeknight sleep duration at 1-mo follow-up by 30 min (11.0 ± 0.9 h vs. 10.5 ± 1.0 hours at baseline) compared to controls (10.4 ± 0.9 h versus 10.5 ± 0.9 h at baseline) (P = 0.04 for difference between groups). Children did not show statistically significant improvements in bedtime. Conclusions: Educational interventions in early childhood can have an effect on parents' sleep knowledge, attitudes, and self-efficacy, and on children's sleep behavior. However, repeated exposure to the new information may be important for parents as well as their children.

AB - Study Objectives: To evaluate a novel sleep education program for low-income preschool children and their families. Design: Randomized trial of an educational intervention. Setting: Community-based. Participants: Head Start preschool families (n = 152) in greater Lansing and Detroit, Michigan. Interventions: Classrooms or Head Start sites were randomized to an intervention group (prompt intervention) versus a control group (delayed intervention). Parents attended a one-time, 45-min sleep education program and preschoolers received 2 w (320 total min) of classroom sleep curriculum. Measurements: Parent knowledge, attitudes, self-efficacy, and beliefs were assessed as the primary outcomes just before the 45-min sleep intervention, immediately postintervention, and approximately 1 mo postintervention. Parents reported their child's bedtimes and wake times on 7-day sleep diaries at baseline and at 1-mo follow-up. Average weeknight sleep durations and bedtimes served as secondary outcomes. Results: Linear mixed models showed a time x treatment effect for parents' knowledge, attitudes, and self-efficacy (each P < 0.05) but not beliefs. These improvements were found immediately postintervention but were not retained at 1-mo follow-up. Children in the intervention group improved their weeknight sleep duration at 1-mo follow-up by 30 min (11.0 ± 0.9 h vs. 10.5 ± 1.0 hours at baseline) compared to controls (10.4 ± 0.9 h versus 10.5 ± 0.9 h at baseline) (P = 0.04 for difference between groups). Children did not show statistically significant improvements in bedtime. Conclusions: Educational interventions in early childhood can have an effect on parents' sleep knowledge, attitudes, and self-efficacy, and on children's sleep behavior. However, repeated exposure to the new information may be important for parents as well as their children.

KW - Bedtimes

KW - Curriculum

KW - Education

KW - Health behavior

KW - Intervention

KW - Preschool children

KW - Sleep

KW - Sleep duration

KW - Socioeconomic status

UR - http://www.scopus.com/inward/record.url?scp=84901703966&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84901703966&partnerID=8YFLogxK

U2 - 10.5665/sleep.3774

DO - 10.5665/sleep.3774

M3 - Article

C2 - 24882907

AN - SCOPUS:84901703966

VL - 37

SP - 1117

EP - 1125

JO - Sleep

JF - Sleep

SN - 0161-8105

IS - 6

ER -