Teacher's Daytime Sleepiness Questionnaire (TDSQ)
Original Editor - Romy Hageman Top Contributors - {{Special:Contributors/Teacher's Daytime Sleepiness Questionnaire (TDSQ)}}
Purpose[edit | edit source]
The Teacher's Daytime Sleepiness Questionnaire (TDSQ) is a teacher-reported measurement[1]. It measures the daytime sleepiness of children from the perspective of their teachers observed in the classroom, like difficulties staying awake, yawning etc.
Indended population[edit | edit source]
- Children aged 4-10 years[2]
Technique[edit | edit source]
- Administration: the teacher is requested to assess the frequency of daytime sleepiness behaviors.
- Time to administer: 10-15 minutes.
Scoring[edit | edit source]
The TDSQ consists of items rated on a 3-point scale (1= ''never, or rarely'', 2= ''sometimes'', 3= ''usually'')[1].
The total score is calculated as the sum of all the items, with higher scores indicating a greater level of daytime sleepiness issues in the school context for the child[3][4].
Psychometric properties[edit | edit source]
- Internal consistency: α=0.80[1].
- Well-established in assessing daytime sleepiness behaviors[2].
- Able to differentiate between healthy children and those with sleeping disorders[2].
References[edit | edit source]
- ↑ 1.0 1.1 1.2 Owens JA, Spirito A, McGuinn M, Nobile C. Sleep habits and sleep disturbance in elementary school-aged children. Journal of Developmental and Behavioral Pediatrics. 2000; 21: 27–36
- ↑ 2.0 2.1 2.2 Lewandowski AS, Toliver-Sokol M, Palermo TM. Evidence-Based Review of Subjective Pediatric Sleep Measures. Journal of Pediatric Psychology. 2011; 36(7): 780–793.
- ↑ Longobardi C, Lin S, Fabris MA. Daytime Sleepiness and Prosocial Behaviors in Kindergarten: The Mediating Role of Student-Teacher Relationships Quality. Frontiers in Education. 2022; 7: 710557
- ↑ Bourchtein E, Langberg JM, Cusick CN, Breaux RP, Smith ZR, Becker SP. Featured Article: Technology Use and Sleep in Adolescents With and Without Attention-Deficit/Hyperactivity Disorder. Journal of Pediatric Psychology. 2019; 44(5): 517-526
