The Impact of Sleep Restriction on Daytime Functioning in School-Age Children with and without ADHD: A Narrative Review of the Literature

Autor/inn/en	Davidson, Fiona; Rusak, Benjamin; Chambers, Christine; Corkum, Penny
Titel	The Impact of Sleep Restriction on Daytime Functioning in School-Age Children with and without ADHD: A Narrative Review of the Literature
Quelle	In: Canadian Journal of School Psychology, 34 (2019) 3, S.188-214 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573518770593
Schlagwörter	Sleep; Child Health; Mental Health; Attention Deficit Hyperactivity Disorder; Cognitive Ability; Well Being; Elementary School Students; Psychological Patterns; Memory; Stimulants; Drug Therapy; Intervention; Health Promotion + Suchen Sie Ihr Suchwort? Schlaf; Psychohygiene; Denkfähigkeit; Well-being; Wellness; Wohlbefinden; Gedächtnis; Droge; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	The purpose of this narrative review was to synthesize the existing literature on the impact of sleep on daytime functioning in both typically developing (TD) children and children with attention-deficit/hyperactivity disorder (ADHD). Correlational studies in children suggest that insufficient sleep and impaired daytime functioning are significantly associated; however, this does not address the causal relationships between sleep and daytime functioning. The review results indicated that there is limited experimental sleep manipulation research in children. In the eight studies that employed experimental methods to examine sleep restriction, the consequences of insufficient sleep were greatest for attention and inconsistent for other domains, such as cognition and emotion regulation. Despite the significant co-occurrence of ADHD and sleep problems, the experimental sleep research focused on the daytime impact of shorter sleep in children with ADHD is extremely limited and as such more research is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01