SLEEP 2011 Abstract Supplement

B. Clinical Sleep Science XI. Pediatrics
stress (Bertocci et al., 1992). Studies have suggested that environmental
factors, especially stress and stimulant use, are associated with poor
sleep quality (Lund et al., 2009). The aim of this study was to elucidate
the associations between sleep, stress, and the caffeine-powered, technological
environments of emerging adults.
Methods: A sample of 1st - 4th year students (N=194) from a New
England college completed self-report questionnaires. Questions were
adapted from prior measures of sleep, stress, caffeine, and media use
(Cohen, et al., 1983; Ludden & Wolfson, 2010; Sharif & Sargent, 2006;
Van Den Bluck, 2004; Wolfson & Carskadon, 1998).
Results: In the hour before “lights out,” 46% of respondents reported
watching television, 78% used a computer, 36% used an MP3 player,
and 73% text messaged. Males had more delayed bed/wake times, yet
females experienced greater daytime sleepiness and perceived stress (all
p < .05). Students with at least 1 TV in their bedroom reported earlier
class wake times and those with 2+ computers in their bedrooms experienced
more irregular sleep (all p < .05). Those text messaging in the
hour before “lights out” reported more daytime sleepiness, while students
who played more video games had more delayed bed/ wake times.
Finally, 65% reported using caffeine to stay awake.
Conclusion: This study provides a picture of sleep patterns and perceived
stress in the context of college environments. Findings suggest
that increasingly technological, caffeinated, and stressful environments
might compromise sleep and daytime functioning. Future studies should
investigate the complex relationships between screen use, stimulants,
stress, and sleep in emerging adults’ lives to develop solutions that improve
sleeping habits and promote well-being during emerging adulthood.
0850
SLEEP PATTERNS ACROSS ADOLESCENCE AND
SLEEPINESS DURING CLASS HOURS
Michaud F, Forest G, Green-Demers I
Psychoéducation et psychologie, Université du Québec en Outaouais,
Gatineau, QC, Canada
Introduction: Teenagers show a delay in their sleep-wake pattern resulting
in later bedtimes (BT) and rise times (RT) as they get older. This
contrasts with fixed schedules imposed by social and school demands
and therefore has an influence on daytime functioning. This study examined
the changes in sleep patterns throughout adolescence and its influence
on daytime sleepiness.
Methods: 759 adolescents (47% boys, 53% girls, 13 to 19 years old,
grade 9 to 11) completed a questionnaire on sleep habits and daytime
sleepiness. Mean differences between age groups (13-14, 15-16, 17 and
up) for BT, RT, total sleep time (TST) during school nights (SN) and
weekend nights (WN), sleep disorders, sleep initiation difficulties, and
sleepiness during class were assessed using one-way ANOVAs.
Results: Results show a significant interaction between age and BT on
SN and WN (F(2,746) =20.02, p< 0.01; F(2,737)=13.13, p< 0.01), age
and TST on SN and WN (F(2,733)=8.27, p< 0.01; F(2,719) = 5.42, p<
0.01) and age and sleepiness (F(2,738) =7.5, p< 0.01). Post-Hoc comparisons
using Tukey’s test revealed that as teenagers got older, BT were
delayed, TST decreased, and sleepiness increased.
Conclusion: These results confirmed that adolescents tend to go to bed
later on SN and WN as they get older (even later than the mean bedtimes
observed in adult), but do not compensate by delaying their wake up
time. As a result, they tend to get less sleep and to become sleepier as
they get older. Our results also suggest that daytime sleepiness in teenagers
is more related to changes in sleep patterns rather than to the manifestation
of sleep disorders or sleep initiation difficulties.
0851
EFFECTS OF SLEEP-SMART PROGRAM ON YOUNG
ADOLESCENTS’ PERCEIVED SLEEP BEHAVIOR
COMPETENCE
Harkins E 1 , Kyriakos C 1 , Marco CA 2 , Wolfson A 1
1
Psychology, College of the Holy Cross, Worcester, MA, USA,
2
Psychology, Rhode Island College, Providence, RI, USA
Introduction: Although laboratory research has demonstrated that adolescents
require 9.2 hours of sleep, self-report and actigraphy methods
have documented that adolescents obtain insufficient sleep with adverse
consequences. This study examined the impact of a social learning
based, prevention for early adolescents, Sleep-Smart Pacesetter Program,
that focused on sleep efficacy, hygiene, and sleep need. Studies
(Martin, et al., 2009), have suggested a connection between perception
of competence (ability to maintain consistent sleep patterns) and change
(improved sleep).
Methods: Cluster sampling of 7th graders from 2 urban, public middle
schools (SST = 8:37am) was used with health classes assigned to Sleep-
Smart (SS = 70) or Comparison group (C = 73). During the 6-week
program (8 sessions, M = 23 students/class), SS 7th graders learned to
establish efficacious sleep patterns and hygiene. Pre- (T1) and Post-program
(T2), SS and Comparison adolescents completed questionnaires
(Health-Sleep Efficacy, Sleep Hygiene) and wore actigraphs to estimate
their sleep patterns. Data were analyzed using repeated measures (controlling
income, gender, pubertal, bmi status) and correlations between
efficacy, hygiene and actigraphy variables.
Results: SS adolescents reported 8% improvement in sleep efficacy vs.
Comparison’s 6% decline (p < .05. Likewise, SS vs. Comparison reported
greater improvement in overall Sleep Hygiene (Physiological, Emotional
particularly, p’s < .05). SS participants’ increased Sleep Efficacy/
Hygiene were significantly correlated with increased sleep duration and
later offset times (T1-T2) and improved T2 sleep patterns (r’s = .21 - .30,
p’s < .05). Comparison adolescents’ efficacy/hygiene weren’t associated
with their sleep patterns.
Conclusion: Results indicate that early adolescents who participated in
the Sleep-Smart Program improved their sleep competence and associated
actigraphically estimated sleep patterns, such as duration. Future
analyses will assess the impact of SS Program on school performance
and emotional/behavioral well being at T2, 6-month, and 1-year followups.
Support (If Any): NIH, NICHD, 5 R01 HD047928-06
0852
ADOLESCENT MOOD AFTER 5 NIGHTS OF SLEEP
RESTRICTION
Beebe DW 1,2 , Desai A 1
1
Beh Med & Clin Psychology, Cincinnati Children’s Hosp Med
Cntr, Cincinnati, OH, USA, 2 Pediatrics, U of Cincinnati College of
Medicine, Cincinnati, OH, USA
Introduction: Adolescents often experience chronic sleep restriction on
school nights, and there is correlational evidence that short sleep is associated
with negative mood. However, it is difficult to establish the presence
or direction of causation from correlational data. Here we examine
mood after 5 nights of experimental sleep restriction, compared to more
optimal sleep duration.
Methods: Data were pooled from two studies that enrolled healthy
adolescents aged 14-16.9 years, all of whom completed a three-week
experimental protocol that included a baseline week followed in counterbalanced
order by a sleep-restricted week (SR; 6.5 hours in bed
Monday-Friday nights) and an extended sleep week (ES; 10 hours Monday-Friday
nights), with a two-night “washout” before each condition.
Sleep duration was monitored by actigraphy. On the Saturday morning
at the end of each condition, teens completed the Profile of Mood States
A291
SLEEP, Volume 34, Abstract Supplement, 2011