Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program

Autor/inn/en	Mikami, Amori Yee; Owens, Julie Sarno; Evans, Steven W.; Hudec, Kristen L.; Kassab, Hannah; Smit, Sophie; Na, Jennifer Jiwon; Khalis, Adri
Titel	Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program
Quelle	(2021), (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Mikami, Amori Yee) ORCID (Owens, Julie Sarno) ORCID (Evans, Steven W.) ORCID (Hudec, Kristen L.) ORCID (Kassab, Hannah) ORCID (Smit, Sophie) ORCID (Na, Jennifer Jiwon) ORCID (Khalis, Adri) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attention Deficit Hyperactivity Disorder; Inclusion; Intervention; Social Development; Interpersonal Competence; At Risk Students; Academic Ability; Peer Relationship; Elementary School Teachers; Elementary School Students; Teacher Student Relationship; Program Effectiveness; Behavior Modification; Sociometric Techniques; Foreign Countries; Student Attitudes; Self Concept; Canada; United States + Suchen Sie Ihr Suchwort? Inklusion; Soziale Entwicklung; Interpersonale Kompetenz; Peer-Beziehungen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Behaviour modification; Verhaltensänderung; Soziometrie; Ausland; Schülerverhalten; Selbstkonzept; Kanada; USA
Abstract	Objective: Social and academic functioning are linked in elementary school, and both are frequently impaired in children with elevated symptoms of attention-deficit/hyperactivity disorder (ADHD). This study evaluated the Making Socially Accepting Inclusive Classrooms (MOSAIC) program, a classroom intervention to support children's social and academic functioning, especially for children at risk for ADHD. Teachers delivered MOSAIC practices to the whole class and applied some strategies more frequently to target children selected for elevated ADHD symptoms and peer impairment. Method: Participants were 34 general education teachers (grades K-5) and 558 children in their classrooms, randomized to MOSAIC or to a typical practice control group for one academic year. In the fall and spring, we assessed (a) peers' sociometric judgments of children, (b) children's self-report of supportive relationships with teachers and peers, and (c) teachers' report of children's social and academic competencies and impairments. Results: Regarding whole class effects, relative to control group children, children in MOSAIC classrooms (target and non-target children) were rated by teachers in spring as having better competencies and lower impairment, after controlling for fall functioning. There were no main effects of MOSAIC on peer sociometrics or child perceptions of supportive relationships. Target status moderated some effects such that, in spring, target children in MOSAIC perceived greater support from their teachers but received poorer sociometrics than did target children in control classrooms. Conclusions: We discuss the difficulty in changing peers' perceptions of children with ADHD symptoms, even in the presence of improvements in other aspects of social and academic functioning. [This is the online version of an article published in "Journal of Clinical Child and Adolescent Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01