Department of Psychology, University of British Columbia, Vancouver, Canada.
J Consult Clin Psychol. 2013 Feb;81(1):100-12. doi: 10.1037/a0029654. Epub 2012 Aug 6.
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.
针对注意力缺陷多动障碍（ADHD）儿童的同伴问题的干预措施通常侧重于改善这些儿童的行为。本研究检验了以下假设，即鼓励同伴群体对 ADHD 儿童具有社会包容性的附加组件将增强传统干预措施的效果。
比较了两种干预措施：行为管理训练（COMET），一种传统的行为管理治疗方法，用于提高 ADHD 儿童的社交能力行为，以及“使包容的课堂变得社交化”（MOSAIC），一种新颖的治疗方法，为 ADHD 儿童的行为管理提供了补充，同时还对同伴进行了社交包容的程序培训。年龄在 6.8-9.8 岁（24 名 ADHD 儿童；113 名正常发育[TD]儿童）的儿童参加了一个暑期日托项目，他们按年龄和性别分组，在同一个教室中与之前不熟悉的同伴一起上课。ADHD 儿童接受 COMET 和 MOSAIC 的双重治疗，并采用重复测量交叉设计。TD 儿童为 ADHD 儿童提供了同伴关系的社会计量信息。
虽然 ADHD 儿童的行为问题水平在不同的治疗条件下没有差异，但与接受 COMET 治疗相比，接受 MOSAIC 治疗的 ADHD 儿童在同伴关系方面表现出更好的喜好、更多的互惠友谊，以及从同伴那里收到更多的积极信息。然而，MOSAIC 相对于 COMET 的有益效果主要出现在男孩身上，而不是女孩身上。
数据支持这样一种概念，即增加同伴群体包容性的附加程序可能会改善 ADHD 儿童的同伴问题，并表明对 MOSAIC 进行修改以在常规课堂环境中实施的潜在效用。
