Graduation Year


Document Type




Degree Granting Department

Psychological and Social Foundations

Major Professor

Kathy L. Bradley-Klug, Ph.D.


Pediatric sleep disorders, Sleep problems, Osas, Plmd, Excessive daytime sleepiness


Pediatric sleep problems are among the most common yet significant pediatric health issues faced by families. Sleep problems can impact social-emotional and academic functioning of schoolchildren. Once identified, pediatric sleep problems and disorders are treatable with effective and rapid behavioral and medical interventions. The purpose of the current study was to determine the prevalence rates of symptoms of sleep disorders in a diverse school-based sample as well as the relationship between symptoms of sleep disorders and school behavior, academic achievement, and quality of life. The present study examined the relationship between the independent variables of No Sleep Disorders symptoms and Sleep Disorders symptoms derived from the Sleep Disorders Inventory for Students, Children's Form (SDIS-C) and the dependent variables Externalizing and Internalizing scales of the Behavior Assessment System for Children, Second Edition (BASC-2), Curriculum-based Measurement Re

ading (R-CBM), Curriculum-based Measurement Math (M-CBM), PedsQL TM 4.0, and Students' Life Satisfaction Scale (SLSS). A Multivariate analysis of variance (MANOVA) was used to identify a significant difference between students with and without symptoms of sleep disorders on behavior, academics, and quality of life. Follow-up analyses using a modified Bonferroni adjustment determined significant differences between students with and without symptoms of sleep disorders on R-CBM, externalizing behaviors and internalizing behaviors. Medium effect sizes were reported for R-CBM, externalizing and internalizing behaviors and M-CBM. Very small effect sizes were found for PedsQL TM 4.0 and SLSS. Implications for School Psychologists and directions for future practice and research are discussed including understanding prevention, early identification and intervention, broadening the scope of school psychology training at the preservice and inservice levels and educating locally and nationall