Encouraging Social Inclusiveness as a Means to Improving Academic Performance

University of British Columbia

Status: Completed

Conditions: ADHD

Treatments: Behavioral: Making Socially Accepting Inclusive Classrooms

Study type: Interventional

Funder types: Other

Identifiers

NCT04087850

R324A16005

Details and patient eligibility

About

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.

Enrollment: 558 patients

Sex: All

Ages: 5 to 11 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

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

Exclusion criteria

-None

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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558 participants in 2 patient groups

Making Socially Accepting Inclusive Classrooms (MOSAIC)

Experimental group

Treatment:

Behavioral: Making Socially Accepting Inclusive Classrooms

Typical Practice Control

No Intervention group