Department of Psychology, University of British Columbia.
Department of Psychology, Ohio University.
J Clin Child Adolesc Psychol. 2022 Nov-Dec;51(6):1039-1052. doi: 10.1080/15374416.2021.1929250. Epub 2021 Jun 16.
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.
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.
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.
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.
社交和学业功能在小学阶段相互关联，而患有注意力缺陷/多动障碍（ADHD）症状升高的儿童的这两种功能通常都会受损。本研究评估了 MOSAIC 项目，这是一种支持儿童社交和学业功能的课堂干预措施，尤其针对有 ADHD 风险的儿童。教师向全班学生传授 MOSAIC 实践，并更频繁地应用一些策略，以针对选择具有升高的 ADHD 症状和同伴受损的儿童。
参与者包括 34 名普通教育教师（K-5 年级）和他们课堂中的 558 名儿童，他们在一个学年中被随机分配到 MOSAIC 组或典型实践对照组。在秋季和春季，我们评估了（a）同伴对儿童的社会计量判断，（b）儿童对与教师和同伴的支持性关系的自我报告，以及（c）教师对儿童的社交和学业能力及障碍的报告。
关于全班效果，与对照组儿童相比，MOSAIC 教室中的儿童（目标和非目标儿童）在春季的教师评价中表现出更好的能力和更低的障碍，这是在秋季功能的基础上进行控制的结果。MOSAIC 对同伴社会计量或儿童对支持性关系的感知没有主要影响。目标状态调节了一些影响，例如，在春季，MOSAIC 中的目标儿童比对照组中的目标儿童感知到他们的教师提供了更大的支持，但他们获得的同伴评价却较差。
我们讨论了即使在社交和学业功能的其他方面有所改善的情况下，改变具有 ADHD 症状的儿童的同伴看法的困难。
