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Sleep hygiene education and children with developmental disabilities:findings from a co-design study
Sutton, Julie E. Huws, Jaci C. Burton, Christopher R.
Sutton, Julie E.
Huws, Jaci C.
Burton, Christopher R.
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Publication Date
2019-01-17
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Abstract
This qualitative study develops a programme theory demonstrating the complexity embedded in sleep hygiene education (SHE) as an intervention to improve sleep problems in children with developmental disabilities. In co-design workshops, eight parents and six sleep practitioners deliberated themes developed from findings of an earlier exploratory study of stakeholder perceptions of SHE. A SHE tool underpinned by programme theory was developed evidenced by midrange theories of change. Analytical themes were developed to explain the programme theory and the complexities of a successful SHE intervention: the need to legitimize children’s sleep problems and consider the nature of customization, knowledge sharing, health expectation and impact of sleep service rationing and gaming strategies on implementation success. Policy and practice implications include a need to raise the public profile of children’s sleep problems and promote parental involvement in intervention implementation. Further research is needed to test out this theory-driven framework for evaluating SHE.
Citation
Sutton, J.E., Huws, J.C., & Burton, C.R. (2019). Sleep hygiene education and children with developmental disabilities: Findings from a co-design study. Journal of Intellectual Disabilities, 1744629518818950.
Publisher
SAGE Publications
Journal
Journal of Intellectual Disabilities
Research Unit
DOI
10.1177/1744629518818950
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PubMed Central ID
Type
Article
Language
en
Description
Sutton, J.E., Huws, J.C., & Burton, C.R., Sleep hygiene education and children with developmental disabilities: Findings from a co-design study, Journal of Intellectual Disabilities (Journal Volume Number and Issue Number TBC) pp. xx-xx. Copyright © 2019 SAGE. Reprinted by permission of SAGE Publications.
Series/Report no.
ISSN
1744-6295
EISSN
1744-6309