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

NCT ID: NCT01133028

Last Updated: 2010-05-28

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

UNKNOWN

Clinical Phase

NA

Total Enrollment

102 participants

Study Classification

INTERVENTIONAL

Study Start Date

2011-01-31

Study Completion Date

2012-06-30

Brief Summary

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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.

Detailed Description

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Conditions

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Attention Deficit Hyperactivity Disorder

Keywords

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Attention Deficit Hyperactivity Disorder (ADHD)

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

CROSSOVER

Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

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Combined

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

Group Type EXPERIMENTAL

Behavioral contingency management

Intervention Type BEHAVIORAL

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

Tolerance training

Intervention Type BEHAVIORAL

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

Behavioral management

This represents the behavioral contingency management intervention only.

Group Type ACTIVE_COMPARATOR

Behavioral contingency management

Intervention Type BEHAVIORAL

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

Interventions

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Behavioral contingency management

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

Intervention Type BEHAVIORAL

Tolerance training

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

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* Children ages 6-8
* Primary diagnosis of ADHD

Exclusion Criteria

* Pervasive Developmental Disorder
* Verbal IQ below 75
Minimum Eligible Age

6 Years

Maximum Eligible Age

8 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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University of Virginia

OTHER

Sponsor Role lead

Responsible Party

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University of Virginia

Principal Investigators

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Amori Y Mikami, PhD

Role: PRINCIPAL_INVESTIGATOR

University of Virginia

Locations

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University of Virginia

Charlottesville, Virginia, United States

Site Status

Countries

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United States

Central Contacts

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Amori Y Mikami, PhD

Role: CONTACT

Phone: 4342432327

Email: [email protected]

Facility Contacts

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Amori Y Mikami, PhD

Role: primary

Other Identifiers

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2010-0066-00

Identifier Type: -

Identifier Source: org_study_id