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Introduction Introduction
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Sleep-related breathing disorders Sleep-related breathing disorders
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Assessment Assessment
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Obstructive sleep-disordered breathing Obstructive sleep-disordered breathing
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Sleep study stratification Sleep study stratification
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Management Management
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Partial arousal (NREM) parasomnias Partial arousal (NREM) parasomnias
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Sleep terrors Sleep terrors
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Sleepwalking Sleepwalking
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Precipitating factors Precipitating factors
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Differential diagnosis Differential diagnosis
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Investigations Investigations
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Management Management
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Movements in sleep Movements in sleep
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Restless legs syndrome/periodic limb movement disorder Restless legs syndrome/periodic limb movement disorder
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Rhythmic movement disorders of sleep Rhythmic movement disorders of sleep
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Management Management
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Bruxism (teeth grinding) Bruxism (teeth grinding)
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Hypersomnias Hypersomnias
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Narcolepsy Narcolepsy
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Presentation Presentation
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Diagnosis Diagnosis
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Management Management
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Idiopathic hypersomnia Idiopathic hypersomnia
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Kleine–Levin syndrome Kleine–Levin syndrome
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Circadian rhythm disorders Circadian rhythm disorders
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Adolescent sleep and delayed sleep–wake phase disorder Adolescent sleep and delayed sleep–wake phase disorder
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Further reading Further reading
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21 Primary sleep problems in the typically developing child
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Published:February 2022
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Abstract
Various behavioural approaches have been shown to ameliorate sleep in children who have difficulties with initiating sleep and getting back to sleep during the night. The fundamentals of these techniques are the same irrespective of the underlying health or environmental concerns. Essential foundations of good sleep include consistent sleep timings with a nightly pre-bed wind-down routine, which is maintained at weekends and during school/nursery holidays, and age-appropriate bedtimes. This chapter focusses mainly on behavioural interventions to address unhelpful sleep associations that younger children might develop, leading them to “need” parental presence in order to initiate sleep, and following night wakings. Behavioural interventions depend on caregiver engagement; habit change is effortful for all involved. Central to assessment should be clarifying goals of the child (if possible) and their caregivers. Patients (and their families) and clinicians can hold differing beliefs about ideal sleep, owing to societal, cultural and familial influences. Beliefs about medications can also play a role: some people would prefer the change be effected via medication than take a more active role in behavioural change. Motivational interviewing can support this process, and SMART (specific, measurable, attainable, reasonable and time-based) goals should be established.
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