Previous studies showed that insufficient sleep has a negative impact on children's physical and psychological health. Napping was found to decrease sleepiness and improve daytime functioning in adults and adolescents. The effects of napping on children, however, is unknown. The current study aims to test the effects of short daytime classroom naps on daytime functioning and behaviour in elementary school children.
This study is an interventional study testing the effects of short daytime nap on children's cognitive functioning and daytime behaviour. Primary school children will be randomised to either experimental (nap) or control group (no nap) by class. Measurements include parent-report questionnaires, children's self-report questionnaires, and cognitive tasks.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Enrollment
654
Participants will be given 20-min nap opportunity in the classroom on a daily basis during school-days.
Sleep Research Clinic & Laboratory, Department of Psychology, The University of Hong Kong
Hong Kong, Hong Kong
Change in objectively measured cognitive performance (sustained attention)
Reaction time (ms) in psychomotor vigilance task
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in objectively measured cognitive performance (sustained attention)
Lapses defined by reaction time (RT) more than 500ms in psychomotor vigilance task
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in objectively measured cognitive performance (inhibitory control)
false alarm rate (%) in Go-no go task
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in objectively measured cognitive performance (inhibitory control)
reaction time (ms) in Go-no go task
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in objectively measured cognitive performance (working memory)
reaction time (ms) in match to sample task
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in objectively measured cognitive performance (working memory)
accuracy in match to sample task
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in daytime sleepiness
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Daytime sleepiness as measured by Pediatric Daytime Sleepiness Scale (PDSS). Higher scores suggest more sleepiness.
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in daytime behaviour (emotional & behavioural problems)
Daytime behaviors as measured by Strengths and Difficulties Questionnaires (SDQ). Higher scores suggest more emotional and behavioural problems.
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention
Change in daytime behaviour (ADHD symptoms)
Strengths and Weakness of Attention-Deficit/ Hyperactivity-symptoms and Normal-behaviors (SWAN). Higher scores suggest more severe ADHD symptoms
Time frame: Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention