Sleep Intervention

Study Overview
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Brief Summary
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A trial that tests whether implementation intentions improve sleep among adoelescents.

Official Title
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Effects of If-then Plans (Implementation Intentions) on Adolescent Sleep

Conditions
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Mental

Intervention / Treatment
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* Behavioral: If-then plans
* Other: Control


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Aged 12-16 years Exclusion Criteria: Unable or unwilling to complete the question

Ages Eligible for Study
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Minimum Age: 12 Years
Maximum Age: 16 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
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: First-person if-then plan<br>Participants are asked to form if-then plans and the instructions are presented in the first person (if I...then I...). Ifs are critical situations, thens are appropriate responses. | Behavioral: If-then plans<br>* If-then plans (or implementation intentions) involve linking in memory critical situations (e.g., temptations) with appropriate responses (e.g., substitution)<br>|
| Experimental: Second-person if-then plan<br>Participants are asked to form if-then plans and the instructions are presented in the second person (if you...then you...). Ifs are critical situations, thens are appropriate responses. | Behavioral: If-then plans<br>* If-then plans (or implementation intentions) involve linking in memory critical situations (e.g., temptations) with appropriate responses (e.g., substitution)<br>|
| Placebo Comparator: Control<br>Participants are presented with ifs (critical situations) and thens but are not asked to form if-then plans. | Other: Control<br>* Exposure to critical situations (e.g., temptations) and appropriate responses (e.g., substitution) but not linked in memory<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Achieving recommended sleep levels | The main outcome measure was adapted from the Pittsburgh Sleep Quality Index (Buysse, Reynolds, Monk, Berman, & Kupfer, 1989), and was designed to tap both quantity and quality of sleep. Sleep quantity was assessed by asking: How many hours of actual sleep do you normally get on a night before school? _________ hours, What time do you normally go to bed on a night before school? __________ pm, and What time do you normally get up on a school day? __________ am. | 1 month | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Self-regulation | Sniehotta, Nagy, and Scholz's (2006) six items were used to capture three facets of action control (Karoly, 1993) on 7-point (+1 to +7) strongly disagree-strongly agree scales. (e.g., During the last month I constantly monitored my sleep on the nights before school) | 1 month | 
| Habit | Gardner et al.'s (2012) self-report behavioral automaticity index, which consists of four items measured on 7-point strongly disagree-strongly agree scales. The items are: Getting 9 hours' sleep on the nights before school is something I do automatically, Getting 9 hours' sleep on the nights before school is something I do without thinking, Getting 9 hours' sleep on the nights before school is something I do without having to consciously remember, and Getting 9 hours' sleep on the nights before school is something I start doing before I realize I'm doing it. | 1 month |