Encouraging Social Inclusiveness as a Means to Improving Academic Performance

Study Overview
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Brief Summary
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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.

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

Conditions
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ADHD

Intervention / Treatment
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* Behavioral: Making Socially Accepting Inclusive Classrooms


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: -General education teachers of grades K-5 or children in these teachers' classrooms Exclusion Criteria: -None

Ages Eligible for Study
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Minimum Age: 5 Years
Maximum Age: 11 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Making Socially Accepting Inclusive Classrooms (MOSAIC)<br> | Behavioral: Making Socially Accepting Inclusive Classrooms<br>* 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.<br>|
| No Intervention: Typical Practice Control<br> | |

What is the study measuring?
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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) | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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peer relationships