Behavioral Problems and Neurocognitive Functioning in Snoring School-Aged Children
Journal Title: Psychology and Cognitive Sciences - Open Journal - Year 2015, Vol 1, Issue 2
Abstract
Purpose: To assess the behavioral problems and neurocognitive functioning in snoring schoolaged children (6-10 years old). Methods: Twenty-seven snoring children and 35 non-snoring peers attended the study. The parents completed the Sleep Disturbance Scale for Children (SDSC), an instrument assessing the frequency of sleep problems and snoring. Behavioral problems were assessed by parents with the Child Behavior Checklist (CBCL) and the Conners’ Parent Rating Scale-Revised (CPRSR) and by teachers with the Teacher Report Form (TRF) and the Conners’ Teacher Rating Scale-Revised (CTRS-R). The neurocognitive functioning of the two groups was compared with the Wechsler Intelligence Scale for Children (WISC-III) and the Developmental Neuropsychological Assessment (NEPSY). Results: On the CBCL, the snoring children had more internalizing problems (p<.05) and total problems (p<.01) than the non-snoring children, especially symptoms of anxious/depressed mood (p<.01), withdrawn/depressed mood (p<.01), and thought problems (p<.01). On the CPRS-R, the snoring children had more social problems (p<.01), they were more anxious and shy (p<.01), and they had more psychosomatic symptoms (p<.05) than the non-snoring peers. Contrary to parents, teachers did not report any behavioral problems in snoring children. No differences were found between the two groups in the neurocognitive assessments. Conclusions: Snoring school-aged children are at risk for internalizing problems, thought problems, and social problems. Children with habitual snoring and daytime problems should be referred to diagnostic assessment and possible treatment.
Authors and Affiliations
Kati Hagström
Keywords
Related Articles
- EP ID EP544954
- DOI 10.17140/PCSOJ-1-107
- Views 170
- Downloads 0
Expected Agreement Coefficient for Norm-Referenced Tests With Classical Test Theory
There are two types of agreement coefficients for psychological test scores: norm-referenced and criterion-referenced agreement coefficients. These coefficients were derived within the framework of generalizability theor...
From Brain to Mind: A Plain Route from Neurobiology to Psychology
Mind sciences have not yet provided a definitive answer to the dual nature of self and to the existence of Free-will (FW), so the mechanisms operating in cognitive processes such as action decision-making remain partiall...
Quality of Life (QoL) and Depression Among Children With End Stage Renal Disease Attending Hemodialysis Units in Gaza Strip
Aim: The aim of this study was to compare the quality of life (QoL) and depression among children with end-stage renal disease (ESRD) undergoing hemodialysis in the Gaza strip compared to the control group of children wi...
Relationship between Trauma due to Winter Storm Alexa, Post-Traumatic Stress Disorder and Other Mental Health Problems of Palestinian Children in Gaza Strip
Aim: This study investigated the relationship between trauma due to winter storm Alexa, posttraumatic stress disorder (PTSD) and other mental health problems (MHPs) of Palestinian children in Gaza Strip. Method: The samp...
Mindfulness, Sustained Attention and Post-Traumatic Stress in Tsunami Survivors
Mindfulness involves various attention skills, including the ability to sustain and focus attention. We investigated the association between trait mindfulness and errors of omission and commission in a sustained attentio...