METHODS: Sleep disturbances were measured in a sample of 65 youth with DS aged 6-17 years using the Children's Sleep Habits Questionnaire (CSHQ) and actigraph watches assessing sleep efficiency, sleep duration and wake after sleep onset. Behavioural challenges were evaluated through externalising and internalising subscales of the Child Behavior Checklist (CBCL) and of the Scales of Independent Behavior, Revised (SIB-R).
RESULTS: The findings demonstrated that over a period of time, sleep problems are significantly associated with both externalising and internalising behaviours as measured by CSHQ and CBCL, even after accounting for the effects of IQ and SIB-R Broad Independence. No significant correlations were observed on a daily basis over seven consecutive days, as measured by actigraphy and both externalising and internalising indices of SIB-R.
CONCLUSIONS: The results highlight the complexity of the sleep-behaviour relationship in DS, indicating that while chronic sleep issues impact long-term behaviours, nightly variations do not predict immediate behavioural changes.
METHOD: This cross-sectional study used the Child Behavior Checklist (CBCL) to evaluate behavioral issues and the State Trait Anxiety Inventory (STAI) to assess anxiety levels. Primary school teachers, who had known the children for at least a year, provided the reports. Data were analyzed using an independent sample t-test.
RESULTS: Forty children with dyslexia (n = 40) and fifty typically developing children (n = 50) were assessed, in which both groups are predominantly boys (70%, 54%) aged 7-12 years (Mean age:9.3 ± 1.5). The results indicate a significantly greater degree of behavioural problems t(88) = 8.39,p behavioral issues in children with dyslexia. Generally, these children are more prone to depression, anxiety, and disruptive behaviors compared to their peers. The study underscores the importance of a multidisciplinary approach that integrates emotional needs assessment and management into the interventions for children with dyslexia.
METHODS: This was a primary school-based cross-sectional study using multistage cluster sampling, conducted at Bau district in Sarawak, Malaysia in 40 primary schools. A questionnaire was used to collect information of usage pattern in insufficient lighting, timing and position. The physical and behavioural complaints were traced. Data analysis was performed using SPSS version 22. A p-value < 0.05 with 95% CI was considered as statistically significant.
RESULTS: About 52.8% of the 569 students used digital devices in a bright room, 69.8% in the day time and 54.4% in sitting position. The physical complaints were headache (32.9%), neck, shoulder and back pain (32.9%) followed by by eye strain (31.8%). Regarding behavioural problems, 25.7% of the students had loss of interest in study and outdoor activities (20.7%), skipped meals (19.0%) and arguments/disagreements with parents (17.9%). After logistic regression analysis, the lying position (OR=1.71, 95% CI: 1.096, 2.688) and darkroom lighting (OR=2.323 95% CI: 1.138, 4.744) appeared to be potential predictors of the complaint.
CONCLUSION: One-quarter of the students studied experienced physical complaints, and one-fifth had behavioural problems associated with the use of electronic devices. Lying position and darkroom lighting are the potential predictors of complaints. Therefore, we suggest that the children should use electronic devices in the sitting position with adequate room lighting.