Classroom-Level Intervention to Promote Peers' Acceptance of Children With Attention Deficit Hyperactivity Disorder (ADHD)

NCT01133028 | Unknown

• 1 other identifier: 2010-0066-00
• Study Type: interventional
• Target: 102
• Locations: 1 country
• Sites: 1

Brief Summary

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) comprise about 5-10% of the elementary school-age population. One place where children with ADHD have great difficulty is in being accepted by peers and in making friends. It has unfortunately been very difficult for the field to find good treatments for peer relationship problems for this population. Even when children with ADHD do improve their behavior, it is common that peers do not seem to like the child with ADHD any better. This may happen because children often have negative reputations with their classmates that are hard to change. That is, once a class of children get the impression that one child is disliked or the social outcast, even if that child's ADHD symptoms get better, the peer group may not notice any of these improvements. It is hypothesized that the elementary school teacher may be able to help peers notice positive behavior changes in children with ADHD when they do occur. This clinical trial will design and pilot-test an intervention that would train teachers in classroom practices to reduce the peer rejection of students with ADHD. The pilot test will be conducted in a summer program created to be similar to a regular school classroom in structure. If the treatment seems to succeed in the summer program, then it will be tried in regular classrooms in a future study.

Conditions

Attention Deficit Hyperactivity Disorder

Keywords

Attention Deficit Hyperactivity Disorder (ADHD)

Outcome Measures

Primary Outcomes (1)

• Child Peer Relationships

  This is collected in the summer program in which the intervention will be adminstered. On the first day of the program (before treatment begins), pre-test measures will be taken. They will be re-taken on the last day of the program two weeks later (on the last day of treatment). Peer relationships will be assessed by peer sociometric interviews. Proportion scores of peer acceptance, reciprocated friendship, and inclusion in social networks will be calculated, and changes in these outcomes over the summer prorgam will be considered as evidence to evaluate the treatment.

  The first day of the treatment and the last day of the treatment (two weeks later)

Secondary Outcomes (1)

• Child Behavior Problems

  The first day of the treatment and the last day of the treatment (two weeks later)

Study Arms (2)

Combined

EXPERIMENTAL

This represents a combination of the tolerance training and behavioral management interventions together.

Behavioral: Behavioral contingency management; Behavioral: Tolerance training

Behavioral management

ACTIVE COMPARATOR

This represents the behavioral contingency management intervention only.

Behavioral: Behavioral contingency management

Interventions

Behavioral contingency management BEHAVIORAL

Teachers will learn to use reinforcements and response cost procedures to encourage children's display of prosocial behaviors.

Behavioral management; Combined

Tolerance training BEHAVIORAL

Teachers will be instructed in procedures to encourage the peer group to be accepting of children with ADHD.

Combined

Eligibility Criteria

• Age: 6 Years - 8 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children ages 6-8
• Primary diagnosis of ADHD

You may not qualify if:

• Pervasive Developmental Disorder
• Verbal IQ below 75

Sponsors & Collaborators

• University of Virginia: lead

Study Sites (1)

University of Virginia

Charlottesville, Virginia, 22904, United States

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Amori Y Mikami, PhD

  University of Virginia

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Amori Y Mikami, PhD

CONTACT

4342432327; mikami@virginia.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER

Study Record Dates

• First Submitted: May 10, 2010
• First Posted: May 28, 2010
• Study Start: January 1, 2011
• Primary Completion: September 1, 2011
• Study Completion: June 1, 2012
• Last Updated: May 28, 2010

Record last verified: 2010-05

Locations

US (1)