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Encouraging Social Inclusiveness as a Means to Improving Academic Performance

ADHD Clinical Trial

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

Clinical Trial 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.

Clinical Trial Description

n/a

Study Design

Related Conditions & MeSH terms

Clinical Trial Details
NCT number NCT04087850
Study type Interventional
Source University of British Columbia
Contact
Status Completed
Phase N/A
Start date August 15, 2016
Completion date July 1, 2020
View Details
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