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Encouraging Social Inclusiveness as a Means to Improving Academic Performance

Not Applicable
Completed
Conditions
ADHD
Interventions
Behavioral: Making Socially Accepting Inclusive Classrooms
Registration Number
NCT04087850
Lead Sponsor
University of British Columbia
Brief Summary

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.

Detailed Description

Not available

Recruitment & Eligibility

Status
COMPLETED
Sex
All
Target Recruitment
558
Inclusion Criteria

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

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Exclusion Criteria

-None

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Study & Design

Study Type
INTERVENTIONAL
Study Design
PARALLEL
Arm && Interventions
GroupInterventionDescription
Making Socially Accepting Inclusive Classrooms (MOSAIC)Making Socially Accepting Inclusive Classrooms-
Primary Outcome Measures
NameTimeMethod
Children's Peer Relationships - Peer ReportChange 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-ReportChange 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 ReportChange 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.

Secondary Outcome Measures
NameTimeMethod
Children's Social Behaviors - ObservationsChange from baseline to post-test (approximately 7 months after baseline)

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.

Children's Problem Behaviors - Teacher ReportChange from baseline to post-test (approximately 7 months after baseline)

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.

Children's Academic Functioning - GradesChange from baseline to post-test (approximately 7 months after baseline)

Assessed through grades on children's report cards. Higher grades indicates positive outcomes.

Children's Academic Functioning - Teacher ReportChange from baseline to post-test (approximately 7 months after baseline)

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.

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