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.

中文翻译：

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促进多动症风险儿童的课堂社交和学术功能：马赛克计划

摘要

客观的

社会和学术功能在小学阶段是相关的，并且在注意力缺陷/多动障碍 (ADHD) 症状加重的儿童中，这两种功能经常受损。这项研究评估了打造社会接受的包容性课堂 (MOSAIC) 计划，这是一种支持儿童社交和学业功能的课堂干预，特别是针对有 ADHD 风险的儿童。教师向全班教授 MOSAIC 练习，并更频繁地应用一些策略来针对被选为多动症症状加重和同伴障碍的儿童。

方法

参与者是 34 名普通教育教师（K-5 年级）和他们教室里的 558 名儿童，他们被随机分配到 MOSAIC 或一个典型的实践控制组，为期一学年。在秋季和春季，我们评估了 (a) 同龄人对儿童的社会计量判断，(b) 儿童对与教师和同龄人的支持关系的自我报告，以及 (c) 教师对儿童社会和学业能力及障碍的报告。

结果

关于全班效应，相对于对照组儿童，在控制秋季功能后，MOSAIC 教室中的儿童（目标和非目标儿童）在春季被教师评为具有更好的能力和更低的损伤。MOSAIC 对同伴社会计量学或儿童对支持关系的看法没有主要影响。目标地位缓和了一些影响，例如，在春季，MOSAIC 中的目标儿童感受到来自老师的更多支持，但比控制教室中的目标儿童获得更差的社会计量学。

结论

我们讨论了改变同龄人对患有 ADHD 症状的儿童的看法的困难，即使在社会和学业功能的其他方面有所改善的情况下也是如此。