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Learning, attention/hyperactivity, and conduct problems as sequelae of excessive daytime sleepiness in a general

Susan L Calhoun1, Julio Fernandez-Mendoza, Alexandros N Vgontzas

  • 1Sleep Research and Treatment Center, Pennsylvania State University College of Medicine, Hershey, PA, USA. scalhoun@psu.edu

Sleep
|May 2, 2012
PubMed

Insights

Excessive daytime sleepiness (EDS) in children is linked to learning, attention, and conduct issues. These problems are mediated by slower processing speed and working memory, impacting child development.

Area of Science:

  • Pediatric Sleep Medicine
  • Child Neuropsychology
  • Developmental Pediatrics

Background:

  • Excessive daytime sleepiness (EDS) affects up to 15% of children.
  • Sequelae of EDS in young children are understudied.
  • Understanding EDS impact is crucial for early intervention.

Purpose of the Study:

  • Investigate the association between EDS and neurocognitive measures.
  • Examine parent-reported learning, attention/hyperactivity, and conduct problems in relation to EDS.
  • Determine if cognitive functions mediate the link between EDS and behavioral issues.

Main Methods:

  • Cross-sectional, population-based study of 508 children.
  • Objective sleep assessment via polysomnography.
  • Comprehensive neurocognitive testing and parent rating scales.

Main Results:

  • Parent-reported EDS associated with learning, attention/hyperactivity, and conduct problems.
  • Objective measures show poorer processing speed and working memory in children with EDS.
  • Processing speed and working memory mediate the relationship between EDS and behavioral problems.

Conclusions:

  • Parent-reported EDS in young children is linked to significant neurobehavioral and cognitive deficits.
  • Cognitive impairments in processing speed and working memory play a mediating role.
  • Daytime functioning and development in children are significantly impacted by EDS.
Abstract

Keywords:
Childrenattentionexcessive daytime sleepinesslearning problems

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