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A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder
Journal article   Open access   Peer reviewed

A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder

Amori Yee Mikami, Marissa Swaim Griggs, Matthew D Lerner, Christina C Emeh, Meg M Reuland, Allison Jack and Maria R Anthony
Journal of consulting and clinical psychology, v 81(1), pp 100-112
01 Feb 2013
DOI: https://doi.org/10.1037/a0029654
PMID: 22866680
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://europepmc.org/articles/pmc3522754?pdf=renderView
Accepted (AM) Open Open Access (License Unspecified)

Abstract

Attention Attention Deficit Disorder with Hyperactivity - psychology Behavior Therapy - methods Child Cross-Over Studies Female Friends Humans Interpersonal Relations Male Peer Group Schools Social Behavior Social Marginalization - psychology Sociometric Techniques
Interventions for peer problems among children with attention-deficit/hyperactivity disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. Two interventions were compared: contingency management training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8-9.8 (24 with ADHD; 113 typically developing [TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC with a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings.

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107 citations in Web of Science
118 citations in Scopus

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UN Sustainable Development Goals (SDGs)

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#3 Good Health and Well-Being

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Collaboration types
Domestic collaboration
International collaboration
Web of Science research areas
Psychology, Clinical
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