Physical activity and behaviour in the school context : implications for structured and unstructured physical activity settings

Participation in physical activity play throughout the school day has been shown to foster improved classroom attention and behaviour among children (e.g., Jarrett et al., 1998; Pellegrini, & Davis, 1993); however, there is limited research examining the influence of intact, unstructured physical activity periods, such as recess, on children's subsequent classroom behaviours. Moreover, few studies have made behavioural comparisons of children within structured (i.e., Phys-Ed) and unstructured (i.e., recess) school physical activity contexts. As such, 21 elementary children ( M =10.14 years) were observed before, during, and after school recess as well as during a Physical Education class. Self- and teacher-reported behavioural measures (BASC-2; Reynolds & Kamphaus, 2004) and a short open-ended interview with children were also completed. Paired samples t-tests revealed no differences between children's frequency of problem and adaptive behaviour pre-recess and post-recess in the classroom. As well, no differences between children's observed behaviour patterns during structured versus unstructured physical activity periods were found. However, the results indicated that children displayed enhanced behaviour patterns, on average, during recess and Phys-Ed compared to classroom periods. In addition, children described positive and negative themes in relation to recess and Phys-Ed as well as behavioural similarities and differences across contexts. These findings provide school personnel with practical information regarding the influence of school physical activity periods on children's adaptive and problem behaviour within the elementary school setting

Contributions of circadian tendencies and behavioral problems to sleep onset problems of children with ADHD

BACKGROUND: Children with attention-deficit/hyperactivity disorder (ADHD) are two to three times more likely to experience sleep problems. The purpose of this study is to determine the relative contributions of circadian preferences and behavioral problems to sleep onset problems experienced by children with ADHD and to test for a moderation effect of ADHD diagnosis on the impact of circadian preferences and externalizing problems on sleep onset problems. METHODS: After initial screening, parents of children meeting inclusion criteria documented child bedtime over 4 nights, using a sleep log, and completed questionnaires regarding sleep, ADHD and demographics to assess bedtime routine prior to PSG. On the fifth night of the study, sleep was recorded via ambulatory assessment of sleep architecture in the child’s natural sleep environment employing portable polysomnography equipment. Seventy-five children (26 with ADHD and 49 controls) aged 7–11 years (mean age 8.61 years, SD 1.27 years) participated in the present study. RESULTS: In both groups of children, externalizing problems yielded significant independent contributions to the explained variance in parental reports of bedtime resistance, whereas an evening circadian tendency contributed both to parental reports of sleep onset delay and to PSG-measured sleep-onset latency. No significant interaction effect of behavioral/circadian tendency with ADHD status was evident. CONCLUSIONS: Sleep onset problems in ADHD are related to different etiologies that might require different interventional strategies and can be distinguished using the parental reports on the CSHQ

Psychoeducational interventions to improve adolescents’ medical management of diabetes: A comprehensive review

Implementation of psychoeducational interventions for adolescents with diabetes is a critical component of medical management and overall well-being. There have been significant advances and innovations since the last major comprehensive review of the literature in 2006 (Murphy, Rayman, & Skinner, 2006). The increase in technologically assisted psychoeducational interventions using text, apps, and interactive Internet-based programming results in a qualitative update of psychoeducational interventions and program evaluations. Also noted is an increase in the number of family-focused interventions that have been evaluated and published. The results of the current comprehensive literature review yield 42 evaluative studies of psychoeducational interventions for adolescents with type 1 diabetes with mixed outcomes. Despite the variety of interventions and research designs, only two of the 42 studies reported moderate effect sizes. All the others indicated no effects or small effects. Although not conclusive, the most promising approaches involve the use of motivational interviewing involving individual, family, and technological support. The ramifications for future research, potential value of psychoeducational interventions for adolescents, and implementation of technology for delivering psychoeducational interventions for adolescents with diabetes are described

Short sleep duration is associated with teacher-reported inattention and cognitive problems in healthy school-aged children

PURPOSE: Pediatric, clinical, and research data suggest that insufficient sleep causes tiredness and daytime difficulties in terms of attention-focusing, learning, and impulse modulation in children with attention deficit hyperactivity disorder (ADHD) or in those with ADHD and primary sleep disorders. The aim of the present study was to examine whether sleep duration was associated with ADHD-like symptoms in healthy, well-developing school-aged children. PATIENTS AND METHODS: Thirty-five healthy children (20 boys, 15 girls), aged 7–11 years participated in the present study. Each child wore an actigraphic device on their nondominant wrist for two nights prior to use of polysomnography to assess their typical sleep periods. On the third night, sleep was recorded via ambulatory assessment of sleep architecture in the child’s natural sleep environment employing portable polysomnography equipment. Teachers were asked to report symptoms of inattention and hyperactivity/impulsivity on the revised Conners Teacher Rating Scale. RESULTS: Shorter sleep duration was associated with higher levels of teacher-reported ADHD-like symptoms in the domains of cognitive problems and inattention. No significant association between sleep duration and hyperactivity symptoms was evident. CONCLUSION: Short sleep duration was found to be related to teacher-derived reports of ADHD-like symptoms of inattention and cognitive functioning in healthy children

Contributions of circadian tendencies and behavioral problems to sleep onset problems of children with ADHD

Abstract Background Children with attention-deficit/hyperactivity disorder (ADHD) are two to three times more likely to experience sleep problems. The purpose of this study is to determine the relative contributions of circadian preferences and behavioral problems to sleep onset problems experienced by children with ADHD and to test for a moderation effect of ADHD diagnosis on the impact of circadian preferences and externalizing problems on sleep onset problems. Methods After initial screening, parents of children meeting inclusion criteria documented child bedtime over 4 nights, using a sleep log, and completed questionnaires regarding sleep, ADHD and demographics to assess bedtime routine prior to PSG. On the fifth night of the study, sleep was recorded via ambulatory assessment of sleep architecture in the child’s natural sleep environment employing portable polysomnography equipment. Seventy-five children (26 with ADHD and 49 controls) aged 7–11 years (mean age 8.61 years, SD 1.27 years) participated in the present study. Results In both groups of children, externalizing problems yielded significant independent contributions to the explained variance in parental reports of bedtime resistance, whereas an evening circadian tendency contributed both to parental reports of sleep onset delay and to PSG-measured sleep-onset latency. No significant interaction effect of behavioral/circadian tendency with ADHD status was evident. Conclusions Sleep onset problems in ADHD are related to different etiologies that might require different interventional strategies and can be distinguished using the parental reports on the CSHQ.</p