Correlation between sleep profile and behavior in individuals with specific learning disorder.

Amanda Maião Franklin,Luciana Pinato,Célia Maria Giacheti,Nathani Cristina Da Silva,Leila Maria Guissoni Campos

doi:10.1590/2317-1782/20182017104

Abstract

This study aimed to correlate sleep profile and behavior in individuals with Specific Learning Disorder (SLD). The Sleep General Habits Questionnaire, Sleep Diary, and Sleep Disturbance Scale for Children (SDSC) were used in analysis of sleep, whereas the Child Behavior Checklist (CBCL) inventory was used in analysis of behavior. 65.5% of the individuals with SLD presented symptoms of sleep disorders, most frequently wakefulness-sleep transition and sleep disturbance total score, which showed values higher than acceptable. In addition, individuals with SLD presented higher sleep latency than those with typical development. Concerning behavior, 72.4% of the individuals with SLD presented clinical condition of behavior problems. In the control group, none of the participants showed symptoms of sleep or behavior problems. In the SLD group, correlation was observed between behavioral problems and sleep disturbance. Individuals with SLD showed high rates of sleep disturbance and behavioral problems. The worse the sleep disturbance, the worse the behavioral aspects in these individuals.

Highlights

Among the various neurodevelopmental disorders cared in Speech-language Pathology practice, specific learning disorder (SLD), which includes the persistent disorders of reading, writing and mathematics, should be highlighted[3]
Percentages of family members with sleep problems and individuals who doze during the day and have difficulty waking up in the morning were higher in the Specific Learning Disorder (SLD) than in the Control Group (Table 2)
Correlation analyses between sleep disorders and behavioral problems in the SLD showed association of sleep disturbances (DIMS, disorder of initiating or maintaining sleep; SBD, sleep breathing disorders; DA, disorders of arousal/nightmares; SWTD, sleep-wake transition disorders; DES, disorders of excessive somnolence; SHY, sleep hyperhidrosis) and the sleep disturbance total score (TS) with problems of anxiety; depression; somatic complaints; social, thinking and attention impairments; delinquency; aggressiveness; externalizing and internalizing scales; total score of behavior problems (Figures 2-4)

Summary

INTRODUCTION

Language is a complex higher cortical function that includes understanding, production, and use of different modes of communication (e.g., gestural, speaking and writing elements) determined by biological, psychic, regional, social and cultural/ethnic factors, and requires intact anatomo-functional basis associated with external stimuli to provide adequate development[1,2]. Among the various neurodevelopmental disorders cared in Speech-language Pathology practice, specific learning disorder (SLD), which includes the persistent disorders of reading, writing and mathematics, should be highlighted[3] This diagnostic condition can affect school-age children and adolescents who necessarily present persistent failure in learning and using academic skills (reading, writing and/or mathematics), and is indicated by presence of the symptoms described in the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5)(3), namely: [1] impairment in word reading accuracy, reading rate or fluency [2] impairment in reading comprehension; [3] impairment in spelling accuracy, grammar and punctuation accuracy, clarity or organization of written expression [4] impairment in mathematics with [5] number sense, memorization of arithmetic facts, accurate or fluent calculation and [6] accurate math reasoning. The objective of the present study was to correlate sleep profile and behavior in individuals with SLD with its respective control group

METHODS

RESULTS

CONCLUSION