Sleep Hygiene Education and Children with Developmental Disabilities: Findings from a Co-Design Study
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| Title: | Sleep Hygiene Education and Children with Developmental Disabilities: Findings from a Co-Design Study |
|---|---|
| Language: | English |
| Authors: | Sutton, Julie E. (ORCID |
| Source: | Journal of Intellectual Disabilities. Dec 2020 24(4):522-542. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Sleep, Children, Developmental Disabilities, Workshops, Health Education, Intervention, Parent Education, Foreign Countries, Self Efficacy, Empowerment, Health Promotion |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1177/1744629518818950 |
| ISSN: | 1744-6295 |
| Abstract: | This qualitative study develops a programme theory demonstrating the complexity embedded in sleep hygiene education (SHE) as an intervention to improve sleep problems in children with developmental disabilities. In co-design workshops, eight parents and six sleep practitioners deliberated themes developed from findings of an earlier exploratory study of stakeholder perceptions of SHE. A SHE tool underpinned by programme theory was developed evidenced by mid-range theories of change. Analytical themes were developed to explain the programme theory and the complexities of a successful SHE intervention: the need to legitimize children's sleep problems and consider the nature of customization, knowledge sharing, health expectation and impact of sleep service rationing and gaming strategies on implementation success. Policy and practice implications include a need to raise the public profile of children's sleep problems and promote parental involvement in intervention implementation. Further research is needed to test out this theory-driven framework for evaluating SHE. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1270663 |
| Database: | ERIC |
| Abstract: | This qualitative study develops a programme theory demonstrating the complexity embedded in sleep hygiene education (SHE) as an intervention to improve sleep problems in children with developmental disabilities. In co-design workshops, eight parents and six sleep practitioners deliberated themes developed from findings of an earlier exploratory study of stakeholder perceptions of SHE. A SHE tool underpinned by programme theory was developed evidenced by mid-range theories of change. Analytical themes were developed to explain the programme theory and the complexities of a successful SHE intervention: the need to legitimize children's sleep problems and consider the nature of customization, knowledge sharing, health expectation and impact of sleep service rationing and gaming strategies on implementation success. Policy and practice implications include a need to raise the public profile of children's sleep problems and promote parental involvement in intervention implementation. Further research is needed to test out this theory-driven framework for evaluating SHE. |
|---|---|
| ISSN: | 1744-6295 |
| DOI: | 10.1177/1744629518818950 |
