Effect of Nap on Daytime Functioning in Primary School Students

Study Overview
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Brief Summary
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Previous studies showed that insufficient sleep has a negative impact on children's physical and psychological health. Napping was found to decrease sleepiness and improve daytime functioning in adults and adolescents. The effects of napping on children, however, is unknown. The current study aims to test the effects of short daytime classroom naps on daytime functioning and behaviour in elementary school children.

Detailed Description
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This study is an interventional study testing the effects of short daytime nap on children's cognitive functioning and daytime behaviour. Primary school children will be randomised to either experimental (nap) or control group (no nap) by class. Measurements include parent-report questionnaires, children's self-report questionnaires, and cognitive tasks.

Official Title
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Effects of Short Daytime Nap on Neurocognitive Functioning and Behavior in Chinese Primary School Children

Conditions
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Sleep Deprivation

Intervention / Treatment
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* Behavioral: Nap


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Children from grade 1, 2, 3, 5, and 6 Exclusion Criteria: Children ages 4 or younger, ages 15 or older

Ages Eligible for Study
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Minimum Age: 5 Years
Maximum Age: 15 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: Experimental group (with daytime classroom nap) versus control group (without nap)
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Experimental Group (nap)<br>The experimental group will be allowed to take a brief nap daily on school days during the study period. | Behavioral: Nap<br>* Participants will be given 20-min nap opportunity in the classroom on a daily basis during school-days.<br>|
| No Intervention: Control Group (no nap)<br>The control group will not be allowed to take daily nap on school days during the study period. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in objectively measured cognitive performance (sustained attention) | Reaction time (ms) in psychomotor vigilance task | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in objectively measured cognitive performance (sustained attention) | Lapses defined by reaction time (RT) more than 500ms in psychomotor vigilance task | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in objectively measured cognitive performance (inhibitory control) | false alarm rate (%) in Go-no go task | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in objectively measured cognitive performance (inhibitory control) | reaction time (ms) in Go-no go task | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in objectively measured cognitive performance (working memory) | reaction time (ms) in match to sample task | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in objectively measured cognitive performance (working memory) | accuracy in match to sample task | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in daytime sleepiness | Daytime sleepiness as measured by Pediatric Daytime Sleepiness Scale (PDSS). Higher scores suggest more sleepiness. | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in daytime behaviour (emotional & behavioural problems) | Daytime behaviors as measured by Strengths and Difficulties Questionnaires (SDQ). Higher scores suggest more emotional and behavioural problems. | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 
| Change in daytime behaviour (ADHD symptoms) | Strengths and Weakness of Attention-Deficit/ Hyperactivity-symptoms and Normal-behaviors (SWAN). Higher scores suggest more severe ADHD symptoms | Day 1 (before napping), Day 1 (after napping), two weeks and two months after intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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nap, primary school children, sleep deprivation