Encouraging Social Inclusiveness as a Means to Improving Academic Performance for Children at Risk Attention-Deficit/Hyperactivity Disorder (ADHD) and Typical Children
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 558
- 主要终点
- Children's Peer Relationships - Peer Report
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Some outcome measures are collected through interviewing children and their classmates, who would not be aware of the intervention condition of their classroom; this is because the intervention is delivered to the classroom teacher outside of class time.
入排标准
- 年龄范围
- 5 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •General education teachers of grades K-5 or children in these teachers' classrooms
排除标准
- 未提供
结局指标
主要结局
Children's Peer Relationships - Peer Report
时间窗: Change from baseline to post-test (approximately 7 months after baseline)
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.
Children's Peer Relationships - Child Self-Report
时间窗: Change from baseline to post-test (approximately 7 months after baseline)
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.
Children's Peer Relationships - Teacher Report
时间窗: Change from baseline to post-test (approximately 7 months after baseline)
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.
次要结局
- Children's Problem Behaviors - Teacher Report(Change from baseline to post-test (approximately 7 months after baseline))
- Children's Academic Functioning - Grades(Change from baseline to post-test (approximately 7 months after baseline))
- Children's Academic Functioning - Teacher Report(Change from baseline to post-test (approximately 7 months after baseline))
- Children's Social Behaviors - Observations(Change from baseline to post-test (approximately 7 months after baseline))
研究者
Amori Yee Mikami
Professor
University of British Columbia