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Sleep disorders in autism and ADHD: psychological basis

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Title: Sleep disorders in autism and ADHD: psychological basis


1
Sleep disorders in autism and ADHD psychological
basis
  • Luci Wiggs
  • Oxford Brookes University
  • Department of Psychology

2
Sleep disorders in autism
  • Physiological sleep abnormalitieseg. REM sleep
    melatonin profile (Ornitz 1985 Nir et al 1995)
  • Sleep disorders
  • eg. REM sleep behaviour disorder (Thirumali et
    al 2002)
  • sleep/wake cycle disorders (Inanuma 1984)
  • Sleeplessness problems (see Richdale 2001
    Wiggs Stores 2004 Malow et al 2006)

3
Associations with childhood sleeplessness
  • Challenging daytime behaviours in child
  • Child/adult anxiety/depression
  • Reduced attention and social skills
  • Creativity and short term memory
  • Maternal sleep disruption
  • Maternal sleepiness
  • Maternal lack of perceived control
  • Maternal psychiatric disturbance
  • Parental stress
  • Child abuse
  • (Wiggs Cipolla (in preparation) Gregory et
    al 2006 Wiggs Stores 1996 1998 1999 2001
    2004 Minde et al 1994 Quine 1992 Chavin and
    Tinson 1980)

4
Resolving child sleeplessness has benefits..
  • for children
  • ? security, happiness,
  • ? behaviour problems
  • for parents
  • ? depression, stress
  • ? belief in their parenting skills, coping
  • for the family unit
  • ? positive parent/child interactions
  • Sanders, Bor Dadds (1984) Durand Mindell
    (1990) Quine 1992 Seymour et al (1993) Minde,
    Faucon Falkner (1994) Wiggs Stores (2001)

5
Sleeplessness in children with autism spectrum
disorders
  • Sleeplessness rate about 66 (range 49-89)
  • (Richdale 2001 Wiggs Stores 2004 Krakowiak
    et al 2008)
  • Behavioural (82), circadian (18), anxiety
    (18), other (43)
  • (Wiggs Stores 2004)
  • Objective confirmation lacking/contradictory/confi
    rmatory
  • (Hering et al 1999 Wiggs Stores 2004 Oyane
    Bjorvatn 2005 Malow et al 2006)

6
Sleep disorders in autism
  • High rates in children intellectual
    disabilities
  • (Patzold et al 1998 Krakowiak et al 2008)
  • More prevalent in children with ASD than other
    disability groups (Wiggs and Stores 1996
    Krakowiak et al 2008)
  • Younger age, hyper-sensitivity, epilepsy, ADHD,
    medication use and family history of sleep
    problems related to presence of sleep problems in
    children with autism (Liu et al 2006)
  • Parents sleep compromised (Lopez-Wagner et al
    2008 Meltzer 2008)

7
Sleep disorders/disturbance in children with ADHD
  • Restless legs syndrome (RLS)
  • Periodic limb movement disorder (PLMD)
  • Sleep disordered breathing (SDB)
  • Behavioural sleep disorders

8
Sleep disturbance as a cause of ADHD symptoms?
  • Sleep related breathing disorders (eg. OSA)
  • (Crabtree et al 2003 Guilleminault et al 1981)
  • Periodic limb movement disorder
  • (Picchietti et al 1999 Chervin 2002 Golan et
    al 2004)
  • ADHD symptoms reversed by treatment of sleep
    disorder
  • (Konofal et al 2001 Hansen and Vandenberg 1997
    Dahl et al 1991 Guilleminault et al 1982)

9
Behavioural sleep disorders and ADHD
  • Children with ADHD (without OSA) and their
    parents report more bedtime difficulties and
    nightwaking than controls (Owens et al
    2000Corkum et al 2001 Hvolby et al 2009)
  • No significant difference between objective sleep
    of ADHD with sleeplessness and controls (see van
    der Heijden et al 2005 Owens 2005)
  • Objective sleep of children with ADHD more
    disturbed/shorter than controls (Owens 2009)

10
Sleep and ADHD
  • Frequent sleep problems in 89 ADHD group
  • (n71 stimulant medication free)
  • Symptoms of SDB n47
  • Sleeplessness (behavioural) n28
  • RLS n25
  • Rhythmic movement disorder n16
  • Sleeplessness (unspecified) n15
  • Sleeplessness (anxiety) n11
  • Delayed sleep phase syndrome n7
  • Other (arousal disorders, nightmares etc) n 6
  • No actigraphic differences between ADHD and
    controls
  • ADHD subtypes no differences
  • (Wiggs, Montgomery and Stores 2005)

11

Elements of sleep are learnt behaviours
  • How we prepare for bed
  • How we settle to sleep
  • Where we settle to sleep
  • What we do when we wake up

Sleep behaviours can be learned incorrectly or
not learned at all
12
Behavioural Insomnia of Childhood(International
Classification of Sleep Disorders 2005)
  • Sleep onset association insomnia
  • Falling asleep extended and requires special
    conditions
  • Sleep onset associations are problematic/demanding
  • Sleep delayed or disrupted without the conditions
  • Limit setting insomnia
  • Difficulty initiating or maintaining sleep
  • Stalling or refusing to go to bed/refusal to
    return to bed following a nighttime waking
  • Caregiver not setting sufficient/appropriate
    limits to establish appropriate sleep behaviour
    in the child
  • Combined type

13
Psychological aspects of Behavioural insomnia
  • Parents judgement
  • Childs judgement
  • Mismatch between parents/children
  • Judgments informed by cultural, social and
    historical norms

14
Sleep and cognition
  • 8-10 year olds (n123)
  • Modified Pre-Sleep Arousal Scale (Nicassio 1985)
  • Cognitive arousal and, less strongly, somatic
    arousal predicts sleep disturbance and insomnia
    symptoms (child self report and parental report)
  • Gregory, Willis, Wiggs, Harvey and the STEPS
    team (2008). Pre-sleep arousal and sleep
    disturbances in children.
  • Sleep, 31, 1745-1747.

15
Are family factors related to child sleeplessness?
  • Association with psychopathology, family
    conflict, stress in mother and child
  • (Gregory et al 2005 2006 Wiggs Stores 1996
    1998 1999 2001 2004 Ohida et al 2004 Liu et
    al 2000 Minde et al 1994 Quine 1992 Chavin and
    Tinson 1980)
  • Mothers cognitions about infant sleep related to
    infant sleep patterns
  • (Toselli et al 1995, Morrell 1999, Sadeh et al
    2007)

16
Conclusions
  • Sleep disturbance in children with Autism and
    ADHD is a big clinical problem!
  • Behavioural sleeplessness appears to feature
    prominently for children with Autism and ADHD
  • Other psychological processes may also be
    relevant (eg. child and family cognitions)
  • Holistic assessment of child and family required
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