Behavioral Problems and Neurocognitive Functioning in Snoring School-Aged Children
DOI:
https://doi.org/10.17140/PCSOJ-1-107Keywords:
Snoring, Sleep-disordered breathing, School-aged children, Behavioral problems, Neurocognitive functioningAbstract
Purpose: To assess the behavioral problems and neurocognitive functioning in snoring schoolaged children (6-10 years old).
Methods: Twenty-seven snoring children and 35 non-snoring peers attended the study. The parents completed the Sleep Disturbance Scale for Children (SDSC), an instrument assessing the frequency of sleep problems and snoring. Behavioral problems were assessed by parents with the Child Behavior Checklist (CBCL) and the Conners’ Parent Rating Scale-Revised (CPRSR) and by teachers with the Teacher Report Form (TRF) and the Conners’ Teacher Rating Scale-Revised (CTRS-R). The neurocognitive functioning of the two groups was compared with the Wechsler Intelligence Scale for Children (WISC-III) and the Developmental Neuropsychological Assessment (NEPSY).
Results: On the CBCL, the snoring children had more internalizing problems (p<.05) and total problems (p<.01) than the non-snoring children, especially symptoms of anxious/depressed mood (p<.01), withdrawn/depressed mood (p<.01), and thought problems (p<.01). On the CPRS-R, the snoring children had more social problems (p<.01), they were more anxious and shy (p<.01), and they had more psychosomatic symptoms (p<.05) than the non-snoring peers. Contrary to parents, teachers did not report any behavioral problems in snoring children. No differences were found between the two groups in the neurocognitive assessments.
Conclusions: Snoring school-aged children are at risk for internalizing problems, thought problems, and social problems. Children with habitual snoring and daytime problems should be referred to diagnostic assessment and possible treatment.
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