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Sleep Initiation and Maintenance Disorders: HELP
Articles by Niru Madduri
Based on 2 articles published since 2009
(Why 2 articles?)
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Between 2009 and 2019, Niru Madduri wrote the following 2 articles about Sleep Initiation and Maintenance Disorders.
 
+ Citations + Abstracts
1 Article The Pediatric Sleep Clinical Global Impressions Scale-A New Tool to Measure Pediatric Insomnia in Autism Spectrum Disorders. 2016

Malow, Beth A / Connolly, Heidi V / Weiss, Shelly K / Halbower, Ann / Goldman, Suzanne / Hyman, Susan L / Katz, Terry / Madduri, Niru / Shui, Amy / Macklin, Eric / Reynolds, Ann M. ·*Sleep Disorders Division, Department of Neurology, Vanderbilt University Medical Center, Nashville, TN; †Department of Pediatrics, University of Rochester, Rochester, NY; ‡Department of Neurology, Hospital for Sick Children, University of Toronto, Toronto, ON; §Department of Pediatrics, University of Colorado Denver, Aurora, CO; ‖Biostatistics Center, Massachusetts General Hospital, Boston, MA. ·J Dev Behav Pediatr · Pubmed #27244298.

ABSTRACT: OBJECTIVE: To pilot a clinician-based outcome measure that provides complementary information to objective measures and parent-based questionnaires for insomnia in children with autism spectrum disorders (ASD). METHOD: The authors developed a Pediatric Sleep Clinical Global Impressions Scale (CGI). Questions included (1) the child's ability to fall asleep and remain sleeping independently (i.e., apart from parents); (2) bedtime resistance; (3) sleep onset delay; (4) night awakening; (5) parental satisfaction with their child's current sleep patterns; (6) family functioning as affected by their child's current sleep patterns; and (7) clinician's overall concern with the child's sleep. After refining the instrument through the evaluation of vignettes by ASD and sleep experts, the authors piloted the Pediatric Sleep CGI in a 12-week randomized trial of iron supplementation in children with ASD. Clinicians completed Pediatric Sleep CGIs and structured sleep histories, parents completed the Children's Sleep Habits Questionnaire (CSHQ), and children wore actigraphy watches. RESULTS: In repeated measures models, the Pediatric Sleep CGI and CSHQ were correlated for sleep onset delay (r = .66, p < .001), night wakings (r = .40, p < .001), and total score (r = .29, p < .001). The CGI-S sleep onset delay and actigraphy sleep onset delay scores (r = .75, p = .0095) were also correlated. The overall CGI-S showed improvement with therapy (p = .047). CONCLUSION: The Pediatric Sleep CGI shows promise in measuring clinician-rated outcomes in pediatric insomnia in children with ASD. Larger samples will be necessary to examine reliability, validity, and measure to change, as well as applicability to other populations with pediatric insomnia.

2 Article Parent-based sleep education for children with autism spectrum disorders. 2014

Malow, Beth A / Adkins, Karen W / Reynolds, Ann / Weiss, Shelly K / Loh, Alvin / Fawkes, Diane / Katz, Terry / Goldman, Suzanne E / Madduri, Niru / Hundley, Rachel / Clemons, Traci. ·Sleep Disorders Division, Department of Neurology and Vanderbilt Kennedy Center, Vanderbilt University School of Medicine, 1161 21st Avenue South, Room A-0116, Nashville, TN, 37232, USA, beth.malow@vanderbilt.edu. ·J Autism Dev Disord · Pubmed #23754339.

ABSTRACT: This study provided sleep education to parents of children with autism spectrum disorder (ASD) to determine whether an individual or group format was more effective in improving sleep and aspects of daytime behavior and family functioning. Eighty children, ages 2-10 years, with ASD and sleep onset delay completed the study. Actigraphy and parent questionnaires were collected at baseline and 1 month after treatment. Mode of education did not affect outcomes. Sleep latency, insomnia subscales on the Children's Sleep Habits Questionnaire, and other outcomes related to child and family functioning improved with treatment. Parent-based sleep education, delivered in relatively few sessions, was associated with improved sleep onset delay in children with ASD. Group versus individualized education did not affect outcome.