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Encouraging Social Inclusiveness as a Means to Improving Academic Performance

NCT04087850 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 558

Last updated 2020-11-12

No results posted yet for this study

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

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.

Sponsors & Collaborators

  • University of British Columbia

    lead OTHER

Principal Investigators

  • Amori Mikami, PhD · University of British Columbia

  • Julie Owens, PhD · Ohio University

Study Design

Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Model
PARALLEL

Eligibility

Min Age
5 Years
Max Age
11 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2016-08-15
Primary Completion
2019-07-01
Completion
2020-07-01

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT04087850 on ClinicalTrials.gov