CNRS UPR 3212, Team 9 - Institute of Cellular and Integrative Neurosciences (INCI), Strasbourg, France.
Université de Paris, CRESS, INSERM, Paris, France.
Behav Sleep Med. 2021 Jul-Aug;19(4):445-457. doi: 10.1080/15402002.2020.1773467. Epub 2020 Jun 4.
Short sleep duration is associated with concomitant behavioral difficulties, but the longitudinal association between sleep duration and later behavior in early childhood remains unclear. The aim was to study the association between sleep duration trajectories throughout preschool and behavior at age 5-6 years. 1021 children of the French birth-cohort EDEN were included in this study. Night-sleep duration trajectories were modeled on the basis of repeated measures collected at age 2, 3 and 5-6 years by parental questionnaires. Behavior was assessed with the Strengths and Difficulties Questionnaire (SDQ), with five subscales measuring conduct problems, emotional symptoms, peer relation problems, antisocial behavior, and hyperactivity-inattention problems. The subscales were dichotomized by the 25th percentile. Multivariable logistic regression, adjusted for baseline behavior, and assessment of multiple confounding factors allowed for studying the independent association between night-sleep duration trajectories from age 2 to 5-6 and behavior at age 5-6. Five distinct sleep-duration trajectories were identified. At age 5-6 years, probability of hyperactivity-inattention problems was increased for boys belonging to the "short sleep" and "medium-low sleep" duration trajectory and girls belonging to the "changing sleep" duration trajectory as compared with children with the medium-high sleep duration trajectory (boys: OR 2.69 [95% CI 1.18-6.16], = .03 and 1.95 [1.25-3.03], = .003, and girls: OR 2.79 [1.09- 7.17], = .03). No associations were observed with the other SDQ subscales. The persistence of short night-sleep durations in preschool years as well as a sudden decrease at age 3 are risk factors of hyperactivity-inattention problems at school start. SS: short-sleep duration trajectory; MLS: medium-low-sleep duration trajectory; MHS: medium-high-sleep duration trajectory; LS: long-sleep duration trajectory; CS: changing-sleep duration trajectory.
睡眠时间短与同时存在的行为困难有关，但学龄前儿童睡眠时间与后期行为之间的纵向关联仍不清楚。本研究旨在探讨学龄前儿童整个睡眠期间的睡眠时间轨迹与 5-6 岁时行为之间的关系。本研究纳入了法国 EDEN 出生队列的 1021 名儿童。夜间睡眠时间轨迹是基于父母在 2、3 和 5-6 岁时通过问卷进行的重复测量来建模的。行为是通过《长处与困难问卷》（Strengths and Difficulties Questionnaire，SDQ）进行评估的，该问卷有五个子量表，分别测量行为问题、情绪症状、同伴关系问题、反社会行为和多动注意问题。这些子量表通过第 25 百分位数进行二分法处理。多变量逻辑回归，调整基线行为和评估多种混杂因素，用于研究从 2 岁到 5-6 岁的夜间睡眠时间轨迹与 5-6 岁时行为之间的独立关联。确定了五个不同的睡眠持续时间轨迹。在 5-6 岁时，与中高睡眠持续时间轨迹的儿童相比，属于“短睡眠”和“中低睡眠”持续时间轨迹的男孩以及属于“变化睡眠”持续时间轨迹的女孩，患多动注意问题的可能性增加（男孩：比值比 2.69 [95%置信区间 1.18-6.16]， =.03 和 1.95 [1.25-3.03]， =.003，女孩：比值比 2.79 [1.09-7.17]， =.03）。与其他 SDQ 子量表无关联。学龄前时期持续的短夜间睡眠时间以及 3 岁时的突然减少是学校开始时多动注意问题的危险因素。SS：短睡眠持续时间轨迹；MLS：中低睡眠持续时间轨迹；MHS：中高睡眠持续时间轨迹；LS：长睡眠持续时间轨迹；CS：变化睡眠持续时间轨迹。
