Abstract
Objective
To examine associations between insufficient sleep and neurobehavioral functioning
in childhood as reported by mothers and teachers.
Methods
Participants were 1046 children in a prebirth cohort study. Main exposures were insufficient
sleep durations at 3 time points: 6 months to 2 years, defined as sleep <11 h/d, 11
to <12 h/d (vs ≥12); 3 to 4 years, defined as sleep <10 h/d, 10 to <11 h/d (vs ≥11);
and 5 to 7 years, sleep <9 h/d, 9 to <10 h/d (vs ≥10). Outcomes at age 7 years were
executive function, behavior, and social-emotional functioning, assessed using the
Behavioral Rating Inventory of Executive Function (BRIEF) and the Strengths and Difficulties
Questionnaire (SDQ). Higher scores indicate poorer functioning. Mothers and teachers
completed both instruments independently.
Results
At age 7 years, mean (SD) mother and teacher report of the BRIEF global executive
composite scale were 48.3 (7.9) and 50.7 (9.4) points, respectively, and of the SDQ
total difficulties score was 6.5 (4.7) and 6.2 (5.7). In multivariable models, children
who slept <10 h/d at 3 to 4 years had worse maternal-reported scores for the BRIEF
(2.11 points; 95% confidence interval, 0.17–4.05) and SDQ (1.91 points; 95% confidence
interval, 0.78–3.05) than those with age-appropriate sleep. Children who slept <9
h/d at 5 to 7 years also had worse scores. At both ages, associations with teacher-reported
results were consistent with those of mothers. Infants who slept 11 to <12 h/d had
higher teacher- but not mother-reported scores.
Conclusions
Insufficient sleep in the preschool and early school years is associated with poorer
mother- and teacher-reported neurobehavioral processes in midchildhood.
Keywords
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Article info
Publication history
Published online: February 08, 2017
Accepted:
February 1,
2017
Received:
September 16,
2016
Footnotes
The authors have no conflicts of interest to disclose.
Identification
Copyright
© 2017 by Academic Pediatric Association
