NCT04087850

Encouraging Social Inclusiveness as a Means to Improving Academic Performance

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

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 558 (actual)
• Sponsor: University of British Columbia · Academic / Other
• Sex: All
• Age: 5 Years – 11 Years
• Healthy volunteers: Accepted

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.

Conditions

• ADHD

Interventions

Type	Name	Description
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.

Timeline

• Start date: 2016-08-15
• Primary completion: 2019-07-01
• Completion: 2020-07-01
• First posted: 2019-09-12
• Last updated: 2020-11-12