Sleep Habits in Students with Intellectual Disability

Abstract

Background and Objective: Sleep habits not only are affected by a person’s health but also affect his/her growth and development. Students with intellectual disability (ID) account for 3% of all students. Since sleep habits are among the basic foundations of learning during childhood, this study aimed to determine the parental view on the sleep habits of students with ID in Hamadan, Iran, during September 23 and December 21, 2019. Materials and Methods: In this descriptive-analytical cross-sectional study, 86 students with ID, aged 7-11 years, were selected using the convenience sampling method in Hamadan, Iran, during September 23 and December 21, 2019. Data were collected using a demographic inventory, as well as the Children's Sleep Habits Questionnaire (CSHQ). The parental questionnaires were completed as self-reports by mothers or fathers of students with ID. Data were analyzed using the independent t-test, analysis of variance (ANOVA), and one-way regression in SPSS software. Results: The mean ± standard deviation (SD) of sleep habit score of students with ID was 73.66 ± 6.79. The cut-off score in the questionnaire was 41.15% and 85% of the students had moderate and severe sleep disturbance. The highest mean score was for distress in morning awakenings (12.67 ± 2.83), indicating the presence of sleep disturbance among students with ID. Variables of age, sex, and weight of the students, educational attainment and job of parents, household income, private bedroom, and sleeping status could predict 61% of the students’ sleep habits. There was a significant relationship between the father’s job and the sleep habits of the students (P < 0.05). Conclusion: These findings shed light on sleep disturbances in students with ID. Results suggest that sleep habits in students with ID are associated with their father's job. Sleep health should be considered in planning health promotion strategies of these children.