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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 0000-0002-6552-6674), Huws, Jaci C., Burton, Christopher R.
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
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  Data: Sleep Hygiene Education and Children with Developmental Disabilities: Findings from a Co-Design Study
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  Data: <searchLink fieldCode="AR" term="%22Sutton%2C+Julie+E%2E%22">Sutton, Julie E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6552-6674">0000-0002-6552-6674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huws%2C+Jaci+C%2E%22">Huws, Jaci C.</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Christopher+R%2E%22">Burton, Christopher R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Intellectual+Disabilities%22"><i>Journal of Intellectual Disabilities</i></searchLink>. Dec 2020 24(4):522-542.
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  Data: 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
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Sleep%22">Sleep</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Empowerment%22">Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1177/1744629518818950
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1177/1744629518818950
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      – Text: English
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        PageCount: 21
        StartPage: 522
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      – SubjectFull: Sleep
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Health Education
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      – SubjectFull: Intervention
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      – SubjectFull: Parent Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Empowerment
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      – SubjectFull: Health Promotion
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      – SubjectFull: United Kingdom
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      – TitleFull: Sleep Hygiene Education and Children with Developmental Disabilities: Findings from a Co-Design Study
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            NameFull: Burton, Christopher R.
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              Type: published
              Y: 2020
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