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 Details — Status: Completed

Administrative data

• NCT number: NCT04087850
• Other study ID #: R324A16005
• Status: Completed
• Phase: N/A
• Start date: August 15, 2016
• Est. completion date: July 1, 2020

Study information

• Verified date: November 2020
• Source: University of British Columbia
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 558
• Est. completion date: July 1, 2020
• Est. primary completion date: July 1, 2019
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 5 Years to 11 Years

Eligibility

Inclusion Criteria:

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

Exclusion Criteria:

-None

Related Conditions & MeSH terms

• ADHD

Intervention

Behavioral:
• 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.

Locations

Country	Name	City	State
n/a

Sponsors (1)

Lead Sponsor	Collaborator
University of British Columbia

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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)
Primary	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)
Primary	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	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)
Secondary	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)
Secondary	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)
Secondary	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)
Secondary	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)
Secondary	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)