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Encouraging Social Inclusiveness as a Means to Improving Academic Performance

NCT ID: NCT04087850

Last Updated: 2020-11-12

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

COMPLETED

Clinical Phase

NA

Total Enrollment

558 participants

Study Classification

INTERVENTIONAL

Study Start Date

2016-08-15

Study Completion Date

2020-07-01

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.

Detailed Description

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Conditions

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ADHD

Keywords

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peer relationships

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

TREATMENT

Blinding Strategy

SINGLE

Outcome Assessors
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.

Study Groups

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Making Socially Accepting Inclusive Classrooms (MOSAIC)

Group Type EXPERIMENTAL

Making Socially Accepting Inclusive Classrooms

Intervention Type 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.

Typical Practice Control

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Making Socially Accepting Inclusive Classrooms

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.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

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

Exclusion Criteria

-None
Minimum Eligible Age

5 Years

Maximum Eligible Age

11 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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University of British Columbia

OTHER

Sponsor Role lead

Responsible Party

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Amori Yee Mikami

Professor

Responsibility Role PRINCIPAL_INVESTIGATOR

Principal Investigators

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Amori Mikami, PhD

Role: PRINCIPAL_INVESTIGATOR

University of British Columbia

Julie Owens, PhD

Role: PRINCIPAL_INVESTIGATOR

Ohio University

Other Identifiers

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R324A16005

Identifier Type: -

Identifier Source: org_study_id