Teacher's Daytime Sleepiness Questionnaire (TDSQ): Difference between revisions
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'''Original Editor '''- [[User:Romy Hageman|Romy Hageman]] | <div class="editorbox"> '''Original Editor '''- [[User:Romy Hageman|Romy Hageman]] '''Top Contributors'''<nowiki> - {{Special:Contributors/</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki></div> | ||
'''Top Contributors'''<nowiki> - {{Special:Contributors/</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki> | |||
==Purpose== | ==Purpose== | ||
The Teacher's Daytime Sleepiness Questionnaire (TDSQ) is a teacher-reported measurement<ref name=":0">Owens JA, Spirito A, McGuinn M, Nobile C. [https://www.researchgate.net/publication/12610081_Sleep_Habits_and_Sleep_Disturbance_in_Elementary_School-Aged_Children Sleep habits and sleep disturbance in elementary school-aged children]. Journal of Developmental and Behavioral Pediatrics. 2000; 21: 27–36</ref>. It measures the daytime sleepiness of children from the perspective of their teachers observed in the classroom, like difficulties staying awake, yawning etc. | The Teacher's Daytime Sleepiness Questionnaire (TDSQ) is a teacher-reported measurement<ref name=":0">Owens JA, Spirito A, McGuinn M, Nobile C. [https://www.researchgate.net/publication/12610081_Sleep_Habits_and_Sleep_Disturbance_in_Elementary_School-Aged_Children Sleep habits and sleep disturbance in elementary school-aged children]. Journal of Developmental and Behavioral Pediatrics. 2000; 21: 27–36</ref>. 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 == | ==Indended population== | ||
*Children aged 4-10 years<ref name=":1">Lewandowski AS, Toliver-Sokol M, Palermo TM. Evidence-Based Review of Subjective Pediatric Sleep Measures. Journal of Pediatric Psychology. 2011; 36(7): 780–793.</ref> | *Children aged 4-10 years<ref name=":1">Lewandowski AS, Toliver-Sokol M, Palermo TM. Evidence-Based Review of Subjective Pediatric Sleep Measures. Journal of Pediatric Psychology. 2011; 36(7): 780–793.</ref> | ||
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==Technique== | ==Technique== | ||
* Administration: the teacher is requested to assess the frequency of daytime sleepiness behaviors. | *Administration: the teacher is requested to assess the frequency of daytime sleepiness behaviors. | ||
*Time to administer: 10-15 minutes. | *Time to administer: 10-15 minutes. | ||
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The TDSQ consists of items rated on a 3-point scale (1= <nowiki>''</nowiki>never, or rarely<nowiki>''</nowiki>, 2= <nowiki>''</nowiki>sometimes<nowiki>''</nowiki>, 3= <nowiki>''</nowiki>usually<nowiki>''</nowiki>)<ref name=":0" />. | The TDSQ consists of items rated on a 3-point scale (1= <nowiki>''</nowiki>never, or rarely<nowiki>''</nowiki>, 2= <nowiki>''</nowiki>sometimes<nowiki>''</nowiki>, 3= <nowiki>''</nowiki>usually<nowiki>''</nowiki>)<ref name=":0" />. | ||
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<ref>Longobardi C, Lin S, Fabris MA. [https://www.frontiersin.org/articles/10.3389/feduc.2022.710557/full Daytime Sleepiness and Prosocial Behaviors in Kindergarten: The Mediating Role of Student-Teacher Relationships Quality]. Frontiers in Education. 2022; 7: 710557</ref>. | 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<ref>Longobardi C, Lin S, Fabris MA. [https://www.frontiersin.org/articles/10.3389/feduc.2022.710557/full Daytime Sleepiness and Prosocial Behaviors in Kindergarten: The Mediating Role of Student-Teacher Relationships Quality]. Frontiers in Education. 2022; 7: 710557</ref><ref>Bourchtein E, Langberg JM, Cusick CN, Breaux RP, Smith ZR, Becker SP. [https://academic.oup.com/jpepsy/article/44/5/517/5273623 Featured Article: Technology Use and Sleep in Adolescents With and Without Attention-Deficit/Hyperactivity Disorder]. Journal of Pediatric Psychology. 2019; 44(5): 517-526</ref>. | ||
==Psychometric properties== | ==Psychometric properties== | ||
*Internal consistency: α=0.80<ref name=":0" />. | *Internal consistency: α=0.80<ref name=":0" />. | ||
* Well-established in assessing daytime sleepiness behaviors<ref name=":1" />. | *Well-established in assessing daytime sleepiness behaviors<ref name=":1" />. | ||
*Able to differentiate between healthy children and those with [[Sleep Deprivation and Sleep Disorders|sleeping disorders]]<ref name=":1" />. | *Able to differentiate between healthy children and those with [[Sleep Deprivation and Sleep Disorders|sleeping disorders]]<ref name=":1" />. | ||
Latest revision as of 14:37, 31 March 2024
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
