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本文引用的文献

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Evaluation of immobility time for sleep latency in actigraphy.在活动记录仪中评估睡眠潜伏期的不动时间。
Sleep Med. 2009 Jun;10(6):621-5. doi: 10.1016/j.sleep.2008.07.009. Epub 2008 Dec 21.
2
Methodological challenges when using actigraphy in research.在研究中使用活动记录仪时的方法学挑战。
J Pain Symptom Manage. 2008 Aug;36(2):191-9. doi: 10.1016/j.jpainsymman.2007.10.008. Epub 2008 Apr 8.
3
Agreement rates between actigraphy, diary, and questionnaire for children's sleep patterns.儿童睡眠模式的活动记录仪、日记和问卷之间的一致率。
Arch Pediatr Adolesc Med. 2008 Apr;162(4):350-8. doi: 10.1001/archpedi.162.4.350.
4
Children's objective and subjective sleep disruptions: links with afternoon cortisol levels.儿童的客观和主观睡眠干扰:与下午皮质醇水平的关联。
Health Psychol. 2008 Jan;27(1):26-33. doi: 10.1037/0278-6133.27.1.26.
5
Actigraphy.活动记录仪
Respir Care Clin N Am. 2006 Mar;12(1):23-30, viii. doi: 10.1016/j.rcc.2005.11.010.
6
Effects of stress on sleep: the moderating role of coping style.压力对睡眠的影响:应对方式的调节作用。
Health Psychol. 2004 Sep;23(5):542-5. doi: 10.1037/0278-6133.23.5.542.
7
Evidence for the validity of a sleep habits survey for adolescents.青少年睡眠习惯调查问卷有效性的证据。
Sleep. 2003 Mar 15;26(2):213-6. doi: 10.1093/sleep/26.2.213.
8
The role of actigraphy in sleep medicine.活动记录仪在睡眠医学中的作用。
Sleep Med Rev. 2002 Apr;6(2):113-24. doi: 10.1053/smrv.2001.0182.
9
Sleep patterns and sleep disruptions in school-age children.学龄儿童的睡眠模式与睡眠干扰
Dev Psychol. 2000 May;36(3):291-301. doi: 10.1037//0012-1649.36.3.291.
10
Estimating sleep patterns with activity monitoring in children and adolescents: how many nights are necessary for reliable measures?通过活动监测评估儿童和青少年的睡眠模式:获得可靠测量结果需要监测多少个夜晚?
Sleep. 1999 Feb 1;22(1):95-103. doi: 10.1093/sleep/22.1.95.

一种比较在儿科研究中使用的活动记录仪评分规则。

A comparison of actigraphy scoring rules used in pediatric research.

机构信息

Division of Pulmonary Medicine and Department of Pediatrics, Children's Hospital of Philadelphia and University of Pennsylvania, School of Medicine, USA.

出版信息

Sleep Med. 2011 Sep;12(8):793-6. doi: 10.1016/j.sleep.2011.03.011.

DOI:10.1016/j.sleep.2011.03.011
PMID:21689983
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3402090/
Abstract

BACKGROUND

The use of actigraphy in pediatric sleep research has increased over the past decade, yet few guidelines exist to help investigators with scoring and interpretation. The primary aim of this study was to compare two commonly reported non-automated rules for scoring sleep-onset and sleep-offset.

METHODS

Forty children (8-12 years) wore an actigraph for one week and completed a daily sleep diary. Sleep-onset and sleep-offset were scored using the "15 minute rule" (onset: 1st of ≥ 15 consecutive minutes of sleep after reported bedtime; offset: last minute of ≥ 15 consecutive minutes of sleep prior to reported wake time) and the "3/5 minute rule" (onset: 1st of ≥ 3 consecutive minutes of sleep after reported bedtime; offset: last minute of ≥ 5 consecutive minutes of sleep prior to reported wake time). A blinded "no diary" rule was also examined (using unaided judgment to identify sleep-onset and sleep-offset).

RESULTS

Statistical differences were found between scoring rules for sleep-offset [F (2,74)=7.68, p=.001], sleep period [F (2,74)=5.05, p=.009], wake after sleep-onset [F (2,74)=7.68, p=.001], sleep minutes [F (2,74)=3.62, p=.03], and sleep efficiency [F (2,74)=6.50, p=.003]; however, these differences were not clinically meaningful.

CONCLUSIONS

While the findings from this study suggest that data can be compared across studies that use different scoring rules, standard scoring rules are needed to ensure that reported results are valid and meaningful.

摘要

背景

在过去十年中,动作记录仪在儿科睡眠研究中的应用有所增加,但几乎没有指导方针可以帮助研究人员进行评分和解释。本研究的主要目的是比较两种常用于评分的非自动化规则,即睡眠起始和睡眠结束的评分规则。

方法

四十名 8-12 岁的儿童佩戴动作记录仪一周,并完成每日睡眠日记。使用“15 分钟规则”(起始:报告的就寝时间后,连续 15 分钟以上的第 1 次睡眠;结束:报告的起床时间前,连续 15 分钟以上的最后 1 分钟睡眠)和“3/5 分钟规则”(起始:报告的就寝时间后,连续 3 分钟以上的第 1 次睡眠;结束:报告的起床时间前,连续 5 分钟以上的最后 1 分钟睡眠)来评分睡眠起始和睡眠结束。还检查了一种盲法“无日记”规则(使用非辅助判断来识别睡眠起始和睡眠结束)。

结果

评分规则之间在睡眠结束[F(2,74)=7.68,p=.001]、睡眠周期[F(2,74)=5.05,p=.009]、睡眠起始后醒来[F(2,74)=7.68,p=.001]、睡眠分钟数[F(2,74)=3.62,p=.03]和睡眠效率[F(2,74)=6.50,p=.003]方面存在统计学差异;然而,这些差异并无临床意义。

结论

尽管本研究结果表明,使用不同评分规则的研究之间可以进行数据比较,但需要有标准的评分规则来确保报告的结果是有效且有意义的。