Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/119499
Citations
Scopus Web of Science® Altmetric
?
?
Type: Journal article
Title: Can working memory training improve children's sleep?
Author: Quach, J.
Spencer-Smith, M.
Anderson, P.J.
Roberts, G.
Citation: Sleep Medicine, 2018; 47:113-116
Publisher: Elsevier
Issue Date: 2018
ISSN: 1389-9457
1878-5506
Statement of
Responsibility: 
Jon Quach, Megan Spencer-Smith, Peter J. Anderson, Gehan Roberts
Abstract: Background: Improving children's sleep could lead to significant benefits in several functional domains. Recent research in adults suggests that intensive, adaptive cognitive training may be beneficial in improving sleep, although there is limited understanding whether this approach yields similar results in children. Objective: To determine whether a working memory training program improved sleep latency, sleep problems, and sleep duration on school and nonschool nights and whether there was a differential effect of the timing of training during the school day on sleep outcomes. Design/Methods: Design: Population-based randomised controlled trial. Setting: Forty-four schools in Melbourne, Australia. Participants: All Grade 1 children (mean age ¼ 6.9 years, SD 0.4) underwent WM screening using two subtests from the Automated Working Memory Assessment. Children with low verbal and/or visuo-spatial WM scores relative to their peers (‘low WM’, ~25%) were randomised to intervention or control arms. Intervention: 20 to 25 computerised 25-min training sessions were conducted using the CogMed program, over 5e7 weeks at school. Outcomes: Parent-reported child sleep characteristics (time, latency, duration and problem) at 6 months post randomisation. Results: A total of 452 (26.0%) of 1723 children screened (64.1% of approached) met trial eligibility criteria, with 226 in each study arm. Of intervention children, 91% completed the minimum 20 days of training. Retention was 90.5% at 6 months. Adjusted regressions showed that intervention children did not have better sleep latency, duration, bedtime consistency or less sleep problems. Conclusion: It does not appear that adaptive working memory training during the school day can be used as a novel approach to improve children's sleep attributes up to 6 months post-randomisation, regardless of the time of day training is delivered.
Keywords: Sleep; child; cognitive training; intervention
Rights: © 2017 Elsevier B.V. All rights reserved.
DOI: 10.1016/j.sleep.2017.11.1143
Grant ID: http://purl.org/au-research/grants/nhmrc/1005317
http://purl.org/au-research/grants/nhmrc/607384
http://purl.org/au-research/grants/nhmrc/1081288
http://purl.org/au-research/grants/arc/DE140100751
Appears in Collections:Aurora harvest 8
Paediatrics publications

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.