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Pediatric Sleep Difficulties after Moderate–Severe Traumatic Brain Injury

Published online by Cambridge University Press:  22 April 2013

Ruth E. Sumpter
Affiliation:
Institute of Health and Wellbeing, University of Glasgow, Glasgow, Scotland, United Kingdom
Liam Dorris*
Affiliation:
Fraser of Allander Neurosciences Unit, Royal Hospital for Sick Children, National Health Service Greater Glasgow and Clyde, Glasgow, Scotland, United Kingdom
Thomas Kelly
Affiliation:
Regional Neuroscience Centre, Newcastle General Hospital, Newcastle & Tyne National Health Service Trust, Newcastle, England, United Kingdom
Thomas M. McMillan
Affiliation:
Institute of Health and Wellbeing, University of Glasgow, Glasgow, Scotland, United Kingdom
*
Correspondence and reprint requests to: Liam Dorris, Fraser of Allander Neurosciences Unit, Royal Hospital for Sick Children, Glasgow, Scotland, United Kingdom, G3 8SJ. E-mail: liam.dorris@ggc.scot.nhs.uk

Abstract

The objective of this study is to systematically investigate sleep following moderate–severe pediatric traumatic brain injury (TBI). School-aged children with moderate–severe TBI identified via hospital records were invited to participate, along with a school-age sibling. Subjective reports and objective actigraphy correlates of sleep were recorded: Children's Sleep Habits Questionnaire (CSHQ), Sleep Self-Report questionnaire (SSR), and 5-night actigraphy. TBI participants (n = 15) and their siblings (n = 15) participated. Significantly more sleep problems were parent-reported (CSHQ: p = 0.003; d = 1.57), self-reported (SSR: p = 0.003; d = 1.40), and actigraph-recorded in the TBI group (sleep efficiency: p = 0.003; d = 1.23; sleep latency: p = 0.018; d = 0.94). There was no evidence of circadian rhythm disorders, and daytime napping was not prevalent. Moderate–severe pediatric TBI was associated with sleep inefficiency in the form of sleep onset and maintenance problems. This preliminary study indicates that clinicians should be aware of sleep difficulties following pediatric TBI, and their potential associations with cognitive and behavioral problems in a group already at educational and psychosocial risk. (JINS, 2013, 19, 1–6)

Type
Brief Communication
Copyright
Copyright © The International Neuropsychological Society 2013 

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