BEHAVIORAL TOPOGRAPHY OF BEDTIME RESISTANCE IN YOUNGER AND OLDER TODDLERS

Abstract Introduction Sleep issues in young children are common, however little is known about bedtime resistance across development in toddlers. Thus, the aims of this study were to (1) assess the prevalence of bedtime resistance in younger and older toddlers and (2) examine differences in behavioral topography across groups. Methods 318 mothers of toddlers (12-36 mos; M =23.1 mos) completed an online questionnaire addressing bedtime resistance, as well as the Brief Infant Sleep Questionnaire–Revised (BISQ-R). The sample included both younger (n=162, 12-23mos) and older (n=156, 24-36mos) toddlers. Results Overall, 61.3% endorsed bedtime stalling/fighting/resisting, with no age difference (57.4% younger vs 65.4% older), p > .05. Bedtime resistance commonly occurred after lights out (60% of those who resisted). Resistance also occurred during the bedtime routine (55.9%) and with announcement of bedtime (36.9%). Older toddlers were more likely to resist at announcement of bedtime (51.0% vs. 21.5%, p< .001), with no other age differences for resistance timing. Of the 21 resistant behaviors assessed, younger toddlers were most likely to cry/tantrum (68.8% vs 48.0%) and climb (or attempt) out of the crib (28.0% vs 12.7%), p < .01. Older toddlers were more likely to engage in 16 behaviors, including these most common: wanting a snack/drink (19.4% vs. 57.8%), adult to hug/snuggle/lie down (23.7% vs 53.9%), more time doing a bedtime activity (19.4% vs 49.0%), or a specific item (19.4% vs. 46.1%), getting out of bed (25.8% vs 46.1%), or watching electronics (24.7% vs 42.2%), p < .01. Conclusion Most mothers (61%) reported that their toddler resisted in some way at bedtime. No differences in the prevalence of bedtime resistance were found between younger and older toddlers, however the behavioral presentation of resistance differed. Whereas younger toddlers were more likely to cry and attempt climbing out of the crib, older toddlers were more likely to make specific verbal requests and requesting specific activities. These differences likely stem from developing language, motor, and cognitive skills. Ways to help caregivers manage these common bedtime behaviors need to be age and developmentally-based, aligning with presenting behavioral difficulties. Support (If Any) Johnson & Johnson Consumer Inc., Skillman, NJ, USA