Encouraging Social Inclusiveness as a Means to Improving Academic Performance

NCT04087850 | Completed

• 1 other identifier: R324A16005
• Study Type: interventional
• Target: 558
• Locations: 0 countries
• Sites: N/A

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.

Conditions

ADHD

Keywords

peer relationships

Outcome Measures

Primary Outcomes (3)

• 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 Outcomes (6)

• Children's Academic Functioning - Teacher Report

  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 Academic Functioning - Grades

  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)

• Children's Social Behaviors - Observations

  Change from baseline to post-test (approximately 7 months after baseline)

Study Arms (2)

Making Socially Accepting Inclusive Classrooms (MOSAIC)

EXPERIMENTAL

Behavioral: Making Socially Accepting Inclusive Classrooms

Typical Practice Control

NO INTERVENTION

Interventions

Making Socially Accepting Inclusive Classrooms BEHAVIORAL

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.

Making Socially Accepting Inclusive Classrooms (MOSAIC)

Eligibility Criteria

• Age: 5 Years - 11 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

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

You may not qualify if:

• None

Sponsors & Collaborators

• University of British Columbia: lead

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

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

Study Officials

• Amori Mikami, PhD

  University of British Columbia

  PRINCIPAL INVESTIGATOR

• Julie Owens, PhD

  Ohio University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: 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.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: September 6, 2019
• First Posted: September 12, 2019
• Study Start: August 15, 2016
• Primary Completion: July 1, 2019
• Study Completion: July 1, 2020
• Last Updated: November 12, 2020

Record last verified: 2020-11

Data Sharing

• IPD Sharing: Will not share