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Christian F. Poets - One of the best experts on this subject based on the ideXlab platform.

  • habitual snoring Intermittent Hypoxia and impaired behavior in primary school children
    Pediatrics, 2004
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Martin Schlaud, Steffen Eitner, Pilar M Urschitzduprat, Christian F. Poets
    Abstract:

    Objectives. Sleep-disordered breathing is associated with impaired behavior and poor academic performance in children. We aimed to determine the extent of behavioral problems in snoring children, clarify the role of Intermittent Hypoxia, and test the reversibility of impaired behavior and poor academic performance. Methods. In 1144 children, habitual snoring (HS; snoring frequently or always) and impaired behavior were assessed using parental questionnaires. Intermittent Hypoxia (ie, presence of ≥5 arterial oxygen desaturations by ≥4% or ≥1 desaturation to ≤90%) was investigated with pulse oximetry. Poor academic performance (grade 4–6 on a 6-point scale in mathematics, science, or spelling) was based on the last school report. HS, impaired behavior, and academic performance were reevaluated after 1 year. Adjusted odds ratios (ORs) were calculated using unconditional logistic regression. Results. HS was significantly associated with hyperactive (OR: 2.4) and inattentive behavior (OR: 4.0), daytime tiredness (OR: 7.1), and sleepiness (OR: 2.6–4.8). These associations were independent of Intermittent Hypoxia. HS was also significantly associated with bad conduct (OR: 2.8), emotional symptoms (OR: 5.5), and peer problems (OR: 9.7). At follow-up, hyperactive and inattentive behavior but not academic success had significantly improved in children in whom HS had ceased. Conclusions. We suggest that impaired behavior is a key feature of HS independent of Intermittent Hypoxia and improves when HS ceases.

  • Snoring, Intermittent Hypoxia and academic performance in primary school children
    American journal of respiratory and critical care medicine, 2003
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Pilar M. Urschitz-duprat, Martin Schlaud, Christian F. Poets
    Abstract:

    Sleep-disordered breathing is associated with impaired attention and neurocognitive deficits. We assessed the association of snoring and Intermittent Hypoxia with poor academic performance in third grade school children (1,144 children). Snoring frequency and Intermittent Hypoxia were investigated using parental questionnaire and nocturnal home pulse oximetry. Intermittent Hypoxia was specified as desaturation events of 90% or less pulse oximeter saturation. Poor academic performance was defined as grade 4-6 on a six-point scale (i.e., approximately the lowest quintile grades) in mathematics, science, reading, spelling, and/or handwriting in the most recent school report. Snoring "always" was significantly associated with poor academic performance in mathematics (odds ratio; 95% confidence interval: 3.6; 1.3-10.1), science (4.3; 1.3-14.6), and spelling (3.5; 1.2-10.3). Snoring "frequently" was also significantly associated with poor academic performance in mathematics (2.4; 1.3-4.7) and spelling (2.0; 1.04-3.8). A significant relationship between snoring and poor academic performance was also found in children without Intermittent Hypoxia, whereas Intermittent Hypoxia did not show an independent association with poor academic performance. Thus, habitual snoring (i.e., snoring frequently or always) was associated with poor academic performance in these primary school children.

Michael S. Urschitz - One of the best experts on this subject based on the ideXlab platform.

  • habitual snoring Intermittent Hypoxia and impaired behavior in primary school children
    Pediatrics, 2004
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Martin Schlaud, Steffen Eitner, Pilar M Urschitzduprat, Christian F. Poets
    Abstract:

    Objectives. Sleep-disordered breathing is associated with impaired behavior and poor academic performance in children. We aimed to determine the extent of behavioral problems in snoring children, clarify the role of Intermittent Hypoxia, and test the reversibility of impaired behavior and poor academic performance. Methods. In 1144 children, habitual snoring (HS; snoring frequently or always) and impaired behavior were assessed using parental questionnaires. Intermittent Hypoxia (ie, presence of ≥5 arterial oxygen desaturations by ≥4% or ≥1 desaturation to ≤90%) was investigated with pulse oximetry. Poor academic performance (grade 4–6 on a 6-point scale in mathematics, science, or spelling) was based on the last school report. HS, impaired behavior, and academic performance were reevaluated after 1 year. Adjusted odds ratios (ORs) were calculated using unconditional logistic regression. Results. HS was significantly associated with hyperactive (OR: 2.4) and inattentive behavior (OR: 4.0), daytime tiredness (OR: 7.1), and sleepiness (OR: 2.6–4.8). These associations were independent of Intermittent Hypoxia. HS was also significantly associated with bad conduct (OR: 2.8), emotional symptoms (OR: 5.5), and peer problems (OR: 9.7). At follow-up, hyperactive and inattentive behavior but not academic success had significantly improved in children in whom HS had ceased. Conclusions. We suggest that impaired behavior is a key feature of HS independent of Intermittent Hypoxia and improves when HS ceases.

  • Snoring, Intermittent Hypoxia and academic performance in primary school children
    American journal of respiratory and critical care medicine, 2003
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Pilar M. Urschitz-duprat, Martin Schlaud, Christian F. Poets
    Abstract:

    Sleep-disordered breathing is associated with impaired attention and neurocognitive deficits. We assessed the association of snoring and Intermittent Hypoxia with poor academic performance in third grade school children (1,144 children). Snoring frequency and Intermittent Hypoxia were investigated using parental questionnaire and nocturnal home pulse oximetry. Intermittent Hypoxia was specified as desaturation events of 90% or less pulse oximeter saturation. Poor academic performance was defined as grade 4-6 on a six-point scale (i.e., approximately the lowest quintile grades) in mathematics, science, reading, spelling, and/or handwriting in the most recent school report. Snoring "always" was significantly associated with poor academic performance in mathematics (odds ratio; 95% confidence interval: 3.6; 1.3-10.1), science (4.3; 1.3-14.6), and spelling (3.5; 1.2-10.3). Snoring "frequently" was also significantly associated with poor academic performance in mathematics (2.4; 1.3-4.7) and spelling (2.0; 1.04-3.8). A significant relationship between snoring and poor academic performance was also found in children without Intermittent Hypoxia, whereas Intermittent Hypoxia did not show an independent association with poor academic performance. Thus, habitual snoring (i.e., snoring frequently or always) was associated with poor academic performance in these primary school children.

Anke Guenther - One of the best experts on this subject based on the ideXlab platform.

  • habitual snoring Intermittent Hypoxia and impaired behavior in primary school children
    Pediatrics, 2004
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Martin Schlaud, Steffen Eitner, Pilar M Urschitzduprat, Christian F. Poets
    Abstract:

    Objectives. Sleep-disordered breathing is associated with impaired behavior and poor academic performance in children. We aimed to determine the extent of behavioral problems in snoring children, clarify the role of Intermittent Hypoxia, and test the reversibility of impaired behavior and poor academic performance. Methods. In 1144 children, habitual snoring (HS; snoring frequently or always) and impaired behavior were assessed using parental questionnaires. Intermittent Hypoxia (ie, presence of ≥5 arterial oxygen desaturations by ≥4% or ≥1 desaturation to ≤90%) was investigated with pulse oximetry. Poor academic performance (grade 4–6 on a 6-point scale in mathematics, science, or spelling) was based on the last school report. HS, impaired behavior, and academic performance were reevaluated after 1 year. Adjusted odds ratios (ORs) were calculated using unconditional logistic regression. Results. HS was significantly associated with hyperactive (OR: 2.4) and inattentive behavior (OR: 4.0), daytime tiredness (OR: 7.1), and sleepiness (OR: 2.6–4.8). These associations were independent of Intermittent Hypoxia. HS was also significantly associated with bad conduct (OR: 2.8), emotional symptoms (OR: 5.5), and peer problems (OR: 9.7). At follow-up, hyperactive and inattentive behavior but not academic success had significantly improved in children in whom HS had ceased. Conclusions. We suggest that impaired behavior is a key feature of HS independent of Intermittent Hypoxia and improves when HS ceases.

  • Snoring, Intermittent Hypoxia and academic performance in primary school children
    American journal of respiratory and critical care medicine, 2003
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Pilar M. Urschitz-duprat, Martin Schlaud, Christian F. Poets
    Abstract:

    Sleep-disordered breathing is associated with impaired attention and neurocognitive deficits. We assessed the association of snoring and Intermittent Hypoxia with poor academic performance in third grade school children (1,144 children). Snoring frequency and Intermittent Hypoxia were investigated using parental questionnaire and nocturnal home pulse oximetry. Intermittent Hypoxia was specified as desaturation events of 90% or less pulse oximeter saturation. Poor academic performance was defined as grade 4-6 on a six-point scale (i.e., approximately the lowest quintile grades) in mathematics, science, reading, spelling, and/or handwriting in the most recent school report. Snoring "always" was significantly associated with poor academic performance in mathematics (odds ratio; 95% confidence interval: 3.6; 1.3-10.1), science (4.3; 1.3-14.6), and spelling (3.5; 1.2-10.3). Snoring "frequently" was also significantly associated with poor academic performance in mathematics (2.4; 1.3-4.7) and spelling (2.0; 1.04-3.8). A significant relationship between snoring and poor academic performance was also found in children without Intermittent Hypoxia, whereas Intermittent Hypoxia did not show an independent association with poor academic performance. Thus, habitual snoring (i.e., snoring frequently or always) was associated with poor academic performance in these primary school children.

Esther Eggebrecht - One of the best experts on this subject based on the ideXlab platform.

  • habitual snoring Intermittent Hypoxia and impaired behavior in primary school children
    Pediatrics, 2004
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Martin Schlaud, Steffen Eitner, Pilar M Urschitzduprat, Christian F. Poets
    Abstract:

    Objectives. Sleep-disordered breathing is associated with impaired behavior and poor academic performance in children. We aimed to determine the extent of behavioral problems in snoring children, clarify the role of Intermittent Hypoxia, and test the reversibility of impaired behavior and poor academic performance. Methods. In 1144 children, habitual snoring (HS; snoring frequently or always) and impaired behavior were assessed using parental questionnaires. Intermittent Hypoxia (ie, presence of ≥5 arterial oxygen desaturations by ≥4% or ≥1 desaturation to ≤90%) was investigated with pulse oximetry. Poor academic performance (grade 4–6 on a 6-point scale in mathematics, science, or spelling) was based on the last school report. HS, impaired behavior, and academic performance were reevaluated after 1 year. Adjusted odds ratios (ORs) were calculated using unconditional logistic regression. Results. HS was significantly associated with hyperactive (OR: 2.4) and inattentive behavior (OR: 4.0), daytime tiredness (OR: 7.1), and sleepiness (OR: 2.6–4.8). These associations were independent of Intermittent Hypoxia. HS was also significantly associated with bad conduct (OR: 2.8), emotional symptoms (OR: 5.5), and peer problems (OR: 9.7). At follow-up, hyperactive and inattentive behavior but not academic success had significantly improved in children in whom HS had ceased. Conclusions. We suggest that impaired behavior is a key feature of HS independent of Intermittent Hypoxia and improves when HS ceases.

  • Snoring, Intermittent Hypoxia and academic performance in primary school children
    American journal of respiratory and critical care medicine, 2003
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Pilar M. Urschitz-duprat, Martin Schlaud, Christian F. Poets
    Abstract:

    Sleep-disordered breathing is associated with impaired attention and neurocognitive deficits. We assessed the association of snoring and Intermittent Hypoxia with poor academic performance in third grade school children (1,144 children). Snoring frequency and Intermittent Hypoxia were investigated using parental questionnaire and nocturnal home pulse oximetry. Intermittent Hypoxia was specified as desaturation events of 90% or less pulse oximeter saturation. Poor academic performance was defined as grade 4-6 on a six-point scale (i.e., approximately the lowest quintile grades) in mathematics, science, reading, spelling, and/or handwriting in the most recent school report. Snoring "always" was significantly associated with poor academic performance in mathematics (odds ratio; 95% confidence interval: 3.6; 1.3-10.1), science (4.3; 1.3-14.6), and spelling (3.5; 1.2-10.3). Snoring "frequently" was also significantly associated with poor academic performance in mathematics (2.4; 1.3-4.7) and spelling (2.0; 1.04-3.8). A significant relationship between snoring and poor academic performance was also found in children without Intermittent Hypoxia, whereas Intermittent Hypoxia did not show an independent association with poor academic performance. Thus, habitual snoring (i.e., snoring frequently or always) was associated with poor academic performance in these primary school children.

Judith Wolff - One of the best experts on this subject based on the ideXlab platform.

  • habitual snoring Intermittent Hypoxia and impaired behavior in primary school children
    Pediatrics, 2004
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Martin Schlaud, Steffen Eitner, Pilar M Urschitzduprat, Christian F. Poets
    Abstract:

    Objectives. Sleep-disordered breathing is associated with impaired behavior and poor academic performance in children. We aimed to determine the extent of behavioral problems in snoring children, clarify the role of Intermittent Hypoxia, and test the reversibility of impaired behavior and poor academic performance. Methods. In 1144 children, habitual snoring (HS; snoring frequently or always) and impaired behavior were assessed using parental questionnaires. Intermittent Hypoxia (ie, presence of ≥5 arterial oxygen desaturations by ≥4% or ≥1 desaturation to ≤90%) was investigated with pulse oximetry. Poor academic performance (grade 4–6 on a 6-point scale in mathematics, science, or spelling) was based on the last school report. HS, impaired behavior, and academic performance were reevaluated after 1 year. Adjusted odds ratios (ORs) were calculated using unconditional logistic regression. Results. HS was significantly associated with hyperactive (OR: 2.4) and inattentive behavior (OR: 4.0), daytime tiredness (OR: 7.1), and sleepiness (OR: 2.6–4.8). These associations were independent of Intermittent Hypoxia. HS was also significantly associated with bad conduct (OR: 2.8), emotional symptoms (OR: 5.5), and peer problems (OR: 9.7). At follow-up, hyperactive and inattentive behavior but not academic success had significantly improved in children in whom HS had ceased. Conclusions. We suggest that impaired behavior is a key feature of HS independent of Intermittent Hypoxia and improves when HS ceases.

  • Snoring, Intermittent Hypoxia and academic performance in primary school children
    American journal of respiratory and critical care medicine, 2003
    Co-Authors: Michael S. Urschitz, Anke Guenther, Esther Eggebrecht, Judith Wolff, Pilar M. Urschitz-duprat, Martin Schlaud, Christian F. Poets
    Abstract:

    Sleep-disordered breathing is associated with impaired attention and neurocognitive deficits. We assessed the association of snoring and Intermittent Hypoxia with poor academic performance in third grade school children (1,144 children). Snoring frequency and Intermittent Hypoxia were investigated using parental questionnaire and nocturnal home pulse oximetry. Intermittent Hypoxia was specified as desaturation events of 90% or less pulse oximeter saturation. Poor academic performance was defined as grade 4-6 on a six-point scale (i.e., approximately the lowest quintile grades) in mathematics, science, reading, spelling, and/or handwriting in the most recent school report. Snoring "always" was significantly associated with poor academic performance in mathematics (odds ratio; 95% confidence interval: 3.6; 1.3-10.1), science (4.3; 1.3-14.6), and spelling (3.5; 1.2-10.3). Snoring "frequently" was also significantly associated with poor academic performance in mathematics (2.4; 1.3-4.7) and spelling (2.0; 1.04-3.8). A significant relationship between snoring and poor academic performance was also found in children without Intermittent Hypoxia, whereas Intermittent Hypoxia did not show an independent association with poor academic performance. Thus, habitual snoring (i.e., snoring frequently or always) was associated with poor academic performance in these primary school children.