0745 Disparities in Attitudes, Familiarity, and Utilization of Infant Behavioral Sleep Intervention in a Sample of Diverse Mothers
Notice bibliographique
Résumé
Infant behavioral sleep intervention (BSI) approaches are highly efficacious in improving infant sleep and family functioning. However, little is known about knowledge, attitudes, and utilization of infant BSI by parents outside a research or clinical setting, particularly in diverse families. The aim of this study was to describe current BSI knowledge, attitudes, and utilization in a sample of mothers from diverse racial/ethnic and educational backgrounds. A sample of 388 mothers from the US and Canada with an infant or toddler (6-18 months) completed an online survey. Participants were 33.4% black, 34.2% white, and 32.3% Latina. 52.3% of the sample had completed some college or more, with educational attainment balanced between the three racial/ethnic groups. Mothers were participants on a panel for an external marketing company, Survey Sampling, Inc. Participants responded to items about BSI intervention experience, familiarity, and barriers; sleep knowledge; cognitions about infant sleep; and their child’s sleep patterns. Logistic regression was conducted to examine the role of race/ethnicity and educational attainment on BSI outcomes. 37.1% of mothers reported having utilized BSI with their infant or toddler, and 38% were not familiar with BSI. Mothers with higher educational attainment were more likely to have tried BSI (OR=1.93), to have completed BSI (OR=2.61), and to have read about BSI (OR=2.29). In terms of racial/ethnic differences, compared to white mothers, black mothers were more likely to report stopping BSI early (OR=5.49), and more likely to endorse cognitions supporting the need for direct parental intervention to reduce infant distress after a night awakening (OR=1.43). Additional main effects for racial/ethnic group and educational attainment were found for barriers to BSI, but not for sleep knowledge. No interaction effects were significant. Disparities exist in familiarity, attitudes, and utilization of BSI, with differences found for educational attainment and for race/ethnicity. Strategies are needed to increase awareness of and support for BSI as a treatment option for a variety of families. This research was supported by Indiana University Health, Indianapolis, IN.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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