Encouraging Social Inclusiveness as a Means to Improving Academic Performance

Encouraging Social Inclusiveness as a Means to Improving Academic Performance for Children at Risk Attention-Deficit/Hyperactivity Disorder (ADHD) and Typical Children

Children's peer relationships in elementary school are important to promote their academic learning and their social-emotional development. Many children with or at risk for Attention-Deficit/Hyperactivity Disorder (ADHD) have difficulty being accepted and getting along with their classroom peers. This study tested a classroom intervention that aimed to help improve the peer relationships of elementary school age children, with a particular focus on children with or at risk for ADHD.

Study Overview

• Status: Completed
• Conditions: ADHD
• Intervention / Treatment: Behavioral: Making Socially Accepting Inclusive Classrooms

• Study Type: Interventional
• Enrollment (Actual): 558
• Phase: Not Applicable

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 5 years to 11 years (Child)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

Description

Inclusion Criteria:

-General education teachers of grades K-5 or children in these teachers' classrooms

Exclusion Criteria:

-None

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Making Socially Accepting Inclusive Classrooms (MOSAIC)	Behavioral: Making Socially Accepting Inclusive Classrooms; Using a consultation model, study staff members met with teachers approximately twice per month and observed them an additional two times per month. The goal was to help teachers implement practices that create a socially accepting classroom climate for children.
No Intervention: Typical Practice Control

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Children's Peer Relationships - Peer Report	Assessed through peer sociometric interviews. The proportion of positive nominations, negative nominations, friendships, and the average liking rating received from peers will be calculated. More positive nominations and friendship nominations, fewer negative nominations, and higher liking ratings are considered to be positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Peer Relationships - Child Self-Report	Assessed through child self-report on the Classroom Life Measure. There are 9 items about peer relationships, each answered from a scale of 0-4. Scores range from 0-36 where higher numbers indicate more positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Peer Relationships - Teacher Report	Assessed through teacher report on the Dishion Social Acceptance Scale. The teacher estimates the proportion of classmates that like, dislike, and are neutral toward the child. Higher proportions of liking and lower proportions of disliking and neutrality represent positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Children's Academic Functioning - Teacher Report	Assessed through teacher report on the Academic Competence Evaluation Scales. This is a normed measure with 10 items about interpersonal skills, 8 about engagement, and 11 about motivation, each rated on a 1-5 scale. Each subscale represents the sum of the items on the subscale, and higher scores indicate positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Academic Functioning - Teacher Report	Assessed through teacher report on the Academic Performance Rating Scales. This is a 19 item scale with each item rated on a 1-5 metric. Some items are reverse scored. Higher scores indicate positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Academic Functioning - Grades	Assessed through grades on children's report cards. Higher grades indicates positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Social Behaviors - Observations	Assessed through behavioral observations on children's classroom behaviors. This is a proportion score indicating children's off-task, interfering, defiant, and verbally aggressive behaviors. Lower scores indicate positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Social Behaviors - Observations	Assessed through behavioral observations on messages written by children to one another, on codes representing the connection, support, and positivity in the messages children receive. Higher scores on these indicators and lower scores on indicators of platitudes indicate positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)
Children's Problem Behaviors - Teacher Report	Assessed through teacher report of ADHD symptoms on the ADHD-4 Rating Scale. There are 18 symptom items, each rated on a scale of 0-3. Lower scores indicate positive outcomes.	Change from baseline to post-test (approximately 7 months after baseline)

Collaborators and Investigators

• Sponsor: University of British Columbia
• Investigators: Principal Investigator: Amori Mikami, PhD, University of British Columbia; Principal Investigator: Julie Owens, PhD, Ohio University

Study record dates

Study Major Dates

• Study Start (Actual): August 15, 2016
• Primary Completion (Actual): July 1, 2019
• Study Completion (Actual): July 1, 2020

Study Registration Dates

• First Submitted: September 6, 2019
• First Submitted That Met QC Criteria: September 10, 2019
• First Posted (Actual): September 12, 2019

Study Record Updates

• Last Update Posted (Actual): November 12, 2020
• Last Update Submitted That Met QC Criteria: November 10, 2020
• Last Verified: November 1, 2020

More Information

Terms related to this study

• Keywords: peer relationships
• Other Study ID Numbers: R324A16005

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No