Occupational Therapy -> Activities of Daily Living / Self-care -> Sleep

Sleep

Sleep includes getting ready for sleep, falling asleep and staying asleep. An occupational therapist may provide strategies/routines to improve relaxation, preparing the body and mind for sleep, and/or set up an environment appropriate for rest and sleep.

Reference links

  • Occupation- and Activity-Based Interventions to Improve Performance of Instrumental Activities of Daily Living and Rest and Sleep For Children and Youth Ages 5–21: A Systematic Review 2
    research.aota.org     Author: Beisbier and Laverdure - Rest–sleep, health management (nutrition–dietary, physical activity–fitness, wellness), and the IADLs of driving, communication management, and safety. Interventions embedded in school programming to improve physical activity and fitness and for sleep preparation activities to maximize quality of rest and sleep. Interactive education and skills training interventions to improve health routines, dietary behaviors, and IADL participation and performance. Evidence supports parent and school and community involvement throughout the course of intervention as well as provision of pediatric services in the natural context of the child’s or teenager’s routine and environments. Practitioners should consider skills-based training strategies that include peer, family member, and therapist interaction and the use of a small-group format for service delivery with children and adolescents. Practitioners should explore interactive technology interventions for clients, including those with ADHD and ASD, and consider pairing such interventions with skills training. Addressing rest and sleep occupations can improve health and well-being and increase performance and participation in meaningful occupations. Citation: Stephanie Beisbier, Patricia Laverdure; Occupation- and Activity-Based Interventions to Improve Performance of Instrumental Activities of Daily Living and Rest and Sleep for Children and Youth Ages 5–21: A Systematic Review. Am J Occup Ther March/April 2020, Vol. 74(2), 7402180040p1–7402180040p32. doi: https://doi.org/10.5014/ajot.2020.039636
  • Occupational Therapy Practice Guidelines For Early Childhood: Birth–5 Years 2
    watermark.silverchair.com     Author: Clark and Kingsley - Cognitive delays: home-, community-, and preschool-based interventions. To address cognitive development in premature infants, use of NIDCAP, home-based EI, touch-based interventions, and reading aloud to the child and incorporating home programs when working in clinics. The REDI program, the Read It Again program, and teaching specific cognitive skills all improved cognitive outcomes for a range of preschool-age children who were at risk for or had a specific diagnosis associated with developmental delays. Infant–maternal attachment: skin-to-skin, KC, and parent training programs such as the MIT program. The Incredible Years, MIT, and teacher training in PBIS were all effective in improving child behavior. Parenting behaviors: direct parent training, the Incredible Years, and PCIT. Parent-delivered massage, attachment training, and the Play Project are all interventions that showed a significant impact on parental stress, anxiety, or depression. Motor outcomes: use of NIDCAP, CIMT, and BIT for children at risk for and diagnosed with CP. Home-based interventions using parent coaching and clinic-based interventions that used home programs were also effective for short-term motor development, underscoring the value and benefit of well-written home programs and coaching parents to support their child’s development. Feeding and eating: repeated-exposure interventions, nonnutritive suck, and parent training to support the child’s feeding and eating are all effective options. Toileting: The use of a wetting alarm is supported when toilet training toddlers. Sleep: use of parent training, positioning devices in the NICU, and touch-based interventions are all effective. Citation: Gloria Frolek Clark, Karrie L. Kingsley; Occupational Therapy Practice Guidelines for Early Childhood: Birth–5 Years. Am J Occup Ther May/June 2020, Vol. 74(3), 7403397010p1–7403397010p42. doi: https://doi.org/10.5014/ajot.2020.743001
  • Interventions Within the Scope of Occupational Therapy Practice to Improve Activities of Daily Living, Rest, and Sleep For Children Ages 0–5 Years and Their Families: A Systematic Review 2
    research.aota.org     Author: Gronski and Doherty - Feeding and eating, toileting, rest and sleep. Behavioral approaches, parent and caregiver education, and contextual intervention. Interdisciplinary care, family coaching and education, and behavioral approaches within the professional scope of occupational therapy to improve the functional performance, routines, and quality of life for young children and their caregivers. Benefits of these interventions include improved falling and staying asleep, more frequent child-initiated toileting, and fewer negative mealtime behavior. Citation: Meredith Gronski, Meghan Doherty; Interventions Within the Scope of Occupational Therapy Practice to Improve Activities of Daily Living, Rest, and Sleep for Children Ages 0–5 Years and Their Families: A Systematic Review. Am J Occup Ther March/April 2020, Vol. 74(2), 7402180010p1–7402180010p33. doi: https://doi.org/10.5014/ajot.2020.039545
  • Efficacy of Occupational Therapy Using Ayres Sensory Integration®: A Systematic Review 2
    research.aota.org     Author: Schaaf, Dumont, Arbesman, & May-Benson - The evidence is strong that ASI intervention demonstrates positive outcomes for improving individually generated goals of functioning and participation as measured by Goal Attainment Scaling (GAS) for children with autism. Moderate evidence supported improvements in impairment-level outcomes of improvement in autistic behaviors and skills-based outcomes of reduction in caregiver assistance with self-care activities Citation: Roseann C. Schaaf, Rachel L. Dumont, Marian Arbesman, Teresa A. May-Benson; Efficacy of Occupational Therapy Using Ayres Sensory Integration®: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190010p1–7201190010p10. doi: https://doi.org/10.5014/ajot.2018.028431
  • Occupational Therapy Practice Guidelines For Children and Youth Ages 5–21 Years 2
    research.aota.org     Author: Cahill and Beisbier - Collaborate with families and caregivers and provide services in the natural context of the desired occupation. The evidence also supports group service models and models that include peer mediation; these models can promote participation across areas of occupation. Skills-based training and therapeutic practice in the context of valued occupations are recommended over isolated sensorimotor approaches. Technology, manualized programs, and sports activities can be effective but should be evaluated and matched to age, diagnosis, and outcomes as guided by the evidence. Activity- and Occupation-Based Interventions to Support Activities of Daily Living, Instrumental Activities of Daily Living, Play and Leisure, and Rest and Sleep -Parent, school, and community involvement should be supported throughout the course of intervention, and pediatric services should be provided in the natural context of the child’s or youth’s routine and environments. -Engagement in daily occupations should remain the central focus of goals and intervention. Practitioners should use manualized programs that have clear activity- and occupation-based strategies as opposed to those that are solely focused on performance skills or client factors. -Practitioners should collaborate with clients and caregivers to establish meaningful occupation-based and achievable goals and use intentional strategies to maintain a collaborative relationship throughout the therapy process. -Consistent caregiver training and instruction should be provided to promote carryover, and the power of the caregiver to effect change and support the child should be emphasized. -Practitioners should follow up with children, parents, and teachers and provide ongoing coaching and feedback on performance. They should provide opportunities for collaborative problem solving and model strategies for ongoing problem solving in the home and community as new challenges arise. -Skills-based interventions should incorporate peer, family member, and practitioner interaction. -Small-group service delivery methods provide an opportunity for increased motivation and modeling. -Practitioners should explore interactive technology interventions, especially with clients with ASD and ADHD. The use of technology can be coupled with skills training and other evidence-based interventions. -The evaluation and occupational profile should include consideration of the quality of rest and sleep. -Rest and sleep should be addressed to enhance health and well-being and increase performance and participation in meaningful occupations. Activity- and Occupation-Based Interventions to Improve Mental Health, Positive Behavior, and Social Participation -Activity- and occupation-based interventions should be implemented to address the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. -Practitioners should use group service delivery models when providing intervention to children and youth with or at risk for mental health concerns. -Sports activities should be used to develop social interaction skills. -Practitioners should incorporate meditation practices and blogging when attempting to foster positive feelings about self in children and youth. -Manualized yoga programs or less structured yoga games and poses should be used when addressing the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. Activity- and Occupation-Based Interventions to Improve Learning, Academic Achievement, and Successful Participation in School -Practitioners should incorporate peer support, such as peer tutoring and peer-mediated interventions, into occupational therapy interventions and provide services in typical school environments to promote social participation and academic performance. -Practitioners should emphasize the use of activity- and occupation-based approaches to improve learning, academic achievement, and successful participation in school. -Therapeutic practice should be favored over sensorimotor approaches for the development and remediation of handwriting and literacy skills and performance. -Weighted vests should be used with caution. Citation: Susan M. Cahill, Stephanie Beisbier; Occupational Therapy Practice Guidelines for Children and Youth Ages 5–21 Years. Am J Occup Ther July/August 2020, Vol. 74(4), 7404397010p1–7404397010p48. doi: https://doi.org/10.5014/ajot.2020.744001

Activity List(s)

Goal Bank

  • To demonstrate improved participation in ADLs and sleep, Peter will utilize a visual support or checklist of bedtime tasks 4 /5 times as reported by the caregiver by March 5, 2023 to guide night time routine. 0
  • With regular (individually tailored) exercises and sensory diet, Patrick will demonstrate an appropriate level of arousal for 10 minutes in 4 /5 treatment sessions, with visual cues and 50% encouraging verbal cues for increased participation and functional independence in daily life. 0

Resources