Bedtime Routines Questionnaire: Difference between revisions
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'''Original Editor '''- [[User:Romy Hageman|Romy Hageman]]<br> | |||
'''Top Contributors''' - {{Special:Contributors/{{FULLPAGENAME}}}} | |||
==Purpose== | ==Purpose== | ||
Child bedtime routines have been investigated using methods such as observation or sleep diaries. However, these approaches are often costly and complicate comparisons between studies because there is a lack of consistent operational definitions for routines. The Bedtime Routines Questionnaire (BRQ) is developed to evaluate the bedtime routines of children. It is a parent-reported measurement, consisting of 31 items<ref name=":0">Henderson JA, Jordan SS. Development and Preliminary Evaluation of the Bedtime Routines Questionnaire. Journal of Psychopathology and Behavioral Assessment. 2009; 32(2): 271–280.</ref>. It has been developed through literature, examining sleep diaries, and using a panel of sleep professionals<ref name=":1">Cohen RF. [https://repository.library.northeastern.edu/files/neu:975/fulltext.pdf The relationship of sleep problems, bedtime routines, and hours of sleep to ADHD among elementary school aged children]. Northeastern University. 2013</ref>. | Child bedtime routines have been investigated using methods such as observation or [[sleep diaries]]. However, these approaches are often costly and complicate comparisons between studies because there is a lack of consistent operational definitions for routines. The Bedtime Routines Questionnaire (BRQ) is developed to evaluate the bedtime routines of children. It is a parent-reported measurement, consisting of 31 items<ref name=":0">Henderson JA, Jordan SS. Development and Preliminary Evaluation of the Bedtime Routines Questionnaire. Journal of Psychopathology and Behavioral Assessment. 2009; 32(2): 271–280.</ref>. It has been developed through literature, examining [[sleep diaries]], and using a panel of sleep professionals<ref name=":1">Cohen RF. [https://repository.library.northeastern.edu/files/neu:975/fulltext.pdf The relationship of sleep problems, bedtime routines, and hours of sleep to ADHD among elementary school aged children]. Northeastern University. 2013</ref>. | ||
==Indended population== | ==Indended population== | ||
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*Typically developing children<ref name=":0" /> | *Typically developing children<ref name=":0" /> | ||
*Children with [[Autism Spectrum Disorder|Autism Spectrum Disorder (ASD)]]<ref>Fletcher FE, Foster-Owens MD, Conduit R, Rinehart N J, Riby DM, Cornish KM. The developmental trajectory of parent-report and objective sleep profiles in autism spectrum disorder: Associations with anxiety and bedtime routines. Autism. 2016; 21(4): 493–503.</ref> | *Children with [[Autism Spectrum Disorder|Autism Spectrum Disorder (ASD)]]<ref>Fletcher FE, Foster-Owens MD, Conduit R, Rinehart N J, Riby DM, Cornish KM. The developmental trajectory of parent-report and objective sleep profiles in autism spectrum disorder: Associations with anxiety and bedtime routines. Autism. 2016; 21(4): 493–503.</ref> | ||
*Children with [[Attention Deficit Disorders|Attention Deficit Hyperactivity Disorder (ADHD)]]<ref name=":1" /> | * Children with [[Attention Deficit Disorders|Attention Deficit Hyperactivity Disorder (ADHD)]]<ref name=":1" /> | ||
==Technique== | ==Technique== | ||
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*Time to adminster: 10-15 minutes | *Time to adminster: 10-15 minutes | ||
==Scoring== | ==Scoring == | ||
Responses are collected using a 5-point Likert scale ranging from <nowiki>''</nowiki>almost never<nowiki>''</nowiki> to <nowiki>''</nowiki>nearly always<nowiki>''</nowiki>, spread across different areas: weekdays, weekends, how upset the child gets if he or she does not perform specific bedtime routines, and a list of 15 bedtime-related activities. Scores are assigned to measure the consistency and reactivity of bedtime routines, as well as the presence of adaptive and maladaptive activities in the hour leading up to bedtime<ref name=":0" />. | Responses are collected using a 5-point Likert scale ranging from <nowiki>''</nowiki>almost never<nowiki>''</nowiki> to <nowiki>''</nowiki>nearly always<nowiki>''</nowiki>, spread across different areas: weekdays, weekends, how upset the child gets if he or she does not perform specific bedtime routines, and a list of 15 bedtime-related activities. Scores are assigned to measure the consistency and reactivity of bedtime routines, as well as the presence of adaptive and maladaptive activities in the hour leading up to bedtime<ref name=":0" />. | ||
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**Routine environment = 0.83 | **Routine environment = 0.83 | ||
**Total consistency = 0.88 | **Total consistency = 0.88 | ||
**Reactivity = 0.76 | ** Reactivity = 0.76 | ||
**Adaptive activities = 0.74 | **Adaptive activities = 0.74 | ||
**Maladaptive activities = 0.69 | ** Maladaptive activities = 0.69 | ||
*Validity: fair<ref name=":0" /> | *Validity: fair<ref name=":0" /> | ||
Revision as of 13:38, 31 March 2024
Original Editor - Romy Hageman
Top Contributors - Romy Hageman and Carina Therese Magtibay
Purpose[edit | edit source]
Child bedtime routines have been investigated using methods such as observation or sleep diaries. However, these approaches are often costly and complicate comparisons between studies because there is a lack of consistent operational definitions for routines. The Bedtime Routines Questionnaire (BRQ) is developed to evaluate the bedtime routines of children. It is a parent-reported measurement, consisting of 31 items[1]. It has been developed through literature, examining sleep diaries, and using a panel of sleep professionals[2].
Indended population[edit | edit source]
- Typically developing children[1]
- Children with Autism Spectrum Disorder (ASD)[3]
- Children with Attention Deficit Hyperactivity Disorder (ADHD)[2]
Technique[edit | edit source]
- Administration: the questionnaire is filled out by a parent or caregiver on behalf of the child, typically using pencil and paper.
- Time to adminster: 10-15 minutes
Scoring[edit | edit source]
Responses are collected using a 5-point Likert scale ranging from ''almost never'' to ''nearly always'', spread across different areas: weekdays, weekends, how upset the child gets if he or she does not perform specific bedtime routines, and a list of 15 bedtime-related activities. Scores are assigned to measure the consistency and reactivity of bedtime routines, as well as the presence of adaptive and maladaptive activities in the hour leading up to bedtime[1].
Psychometric values[edit | edit source]
- Reliability: internal consistency is acceptable to excellent (α=0.69 - 0.90)[1][4]:
- Routine behaviors = 0.90
- Routine environment = 0.83
- Total consistency = 0.88
- Reactivity = 0.76
- Adaptive activities = 0.74
- Maladaptive activities = 0.69
- Validity: fair[1]
References[edit | edit source]
- ↑ 1.0 1.1 1.2 1.3 1.4 Henderson JA, Jordan SS. Development and Preliminary Evaluation of the Bedtime Routines Questionnaire. Journal of Psychopathology and Behavioral Assessment. 2009; 32(2): 271–280.
- ↑ 2.0 2.1 Cohen RF. The relationship of sleep problems, bedtime routines, and hours of sleep to ADHD among elementary school aged children. Northeastern University. 2013
- ↑ Fletcher FE, Foster-Owens MD, Conduit R, Rinehart N J, Riby DM, Cornish KM. The developmental trajectory of parent-report and objective sleep profiles in autism spectrum disorder: Associations with anxiety and bedtime routines. Autism. 2016; 21(4): 493–503.
- ↑ Goncalves WSF, Byrne R, de Lira PIC, Viana MT, Trost SG. Psychometric properties of instruments to measure parenting practices and children’s movement behaviors in low-income families from Brazil. BMC Med Res Methodol. 2021; 21(1): 1–9.
