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Providing the Best Sleep Bedroom Environment for Children with Cerebral Palsy Open Access


Other title
cerebral palsy
sleep problems
environment effect on sleep
Type of item
Degree grantor
University of Alberta
Author or creator
Dutt, Risha
Supervisor and department
Brown, Cary (Occupational Therapy)
Roberts, Mary (Occupational Therapy)
Examining committee member and department
Brown, Cary (Occupational Therapy)
Roberts, Mary (Occupational Therapy)
Phelan, Shanon (Occupational Therapy)
Burwash, Susan (Occupational Therapy)
Faculty of Rehabilitation Medicine
Rehabilitation Science-Occupational Therapy
Date accepted
Graduation date
Master of Science
Degree level
Sleep is an active process, essential for physical, emotional and cognitive development of children. Between 23-46% of children with cerebral palsy (CP) have sleep problems. Often sleep problems go undiagnosed and undertreated in spite of the serious impact of sleep deficiency on children’s health and development. Interventions, if they are offered, are most often pharmacological. However medication side effects are a significant concern and the evidencebase is lacking. There is a need for effective non-pharmacological intervention to address sleep problems. Objectives: 1) To determine if providing parents with sleep education and problem solving strategies, in the form of a manual, increases parental knowledge. 2) To determine if increases in knowledge then translate to parents taking actions to address features in the bedroom that negatively affect sleep. Methods: This pilot study used a single-case series design. Recruitment of child/parent participants was through community partners. Baseline and 6 week follow-up data collection included the Parental Sleep Environment Knowledge Questionnaire (PSEKQ), Parental Interactive Bedtime Behavior Scale, Child Sleep Habit Questionnaire, Parent Knowledge of Healthy Sleep and objective sleep actigraphy. Parents received the Children’s Best Bedroom for Sleep (CBBES) manual (including basic sleep science information, a self-assessment tool, and ii environmental modification recommendations) as the intervention post-baseline. Descriptive statistics were used for analysis. Results: There were 6 parent/child participants. As expected, minimal change was demonstrated in parents sleep behavioural measures. Scores on the Parent Sleep Environment Knowledge Questionnaire (PSEKQ) improved slightly (66.66% at baseline to 78.33% at follow-up). Also, the post-intervention results using the bedroom environment assessment checklist provided in the CBBES manual demonstrated improved parent ability to assess their child’s bedroom and act to correct problems. Conclusion: Results support that providing parents with a sleep environment psycho-education manual to build knowledge and skills for addressing environmental components of their child’s sleep problems. This research is innovative and will benefit not only children with cerebral palsy and their parents but may also apply to children with other health conditions.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication
Dutt, R., Roduta- Roberts, M., Brown CA. (2015) Sleep and Children with Cerebral Palsy: A Review of Current Evidence and Environmental NonPharmacological Interventions. Children 2015, 2(1), 78-88; doi: 10.3390/children2010078
”. Inclusion of this material was done in consultation with the author’s supervisor (CB).

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