0923 PROVIDING THE BEST BEDROOM ENVIRONMENT FOR CHILDREN WITH CEREBRAL PALSY
Bibliographic record
Abstract
Between 23–46% of children with cerebral palsy have sleep problems. Often these sleep problems go undiagnosed and undertreated. Interventions, if offered, are most often pharmacological. However, medication side effects are a significant concern and there is a clear need to build the evidence-base for non-pharmacological sleep interventions for these children. A recent review of the evidence-base for environmental modifications to promote sleep showed promising results warranting further study. The study aims were to determine 1) if providing parents with manualized sleep education and problem solving strategies focused on the environment increased parental knowledge, and 2) if increased knowledge then translated into parental actions to decrease sleep negative features in the bedroom. This pilot study recruited child/parent participants through community agencies. Baseline and 6 week follow-up data collection included the Parental Sleep Environment Knowledge Questionnaire (PSEKQ), Parental Interactive Bedtime Behavior Scale, Child Sleep Habit Questionnaire, Parent Knowledge of Healthy Sleep and sleep actigraphy. Parents received the Children’s Best Bedroom for Sleep (CBBES) manual (including sleep science information, self-assessment tool and environmental modification recommendation) as the intervention. There were 6 parent/child participants. The PSEKQ improved slightly (66.66% at baseline to 78.33% at follow-up). Comparing baseline and post-intervention BEAC results demonstrated that parents’ ability to assess their child’s bedroom and act to modify environmental problems that interfered with sleep had improved. Actigraphy data was inconclusive and as expected, because the intervention focused on the environment, there was no change in parent bedtime beliefs and behavioural measures. Results support providing parents with a sleep environment psycho-education manual to build knowledge and skills for addressing environmental components of their child’s sleep problems. This research is ongoing and future studies will test the CBBES with parents of children with a range of health conditions. The Canadian Centre for Disability Studies
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".