Mikami Amori Yee, Miller Caroline E
Department of Psychology, The University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
Res Child Adolesc Psychopathol. 2025 Apr;53(4):443-457. doi: 10.1007/s10802-024-01280-z. Epub 2024 Dec 26.
Many students with attention-deficit/hyperactivity disorder (ADHD) have negative social experiences with classmates and teachers. The Making Socially Accepting Inclusive Classrooms (MOSAIC) intervention asked teachers to give positive attention strategies to students at risk for ADHD, at a 3:1 ratio compared to their peers. Evidence suggested that although MOSAIC students at risk for ADHD reported improved relationships with teachers, they were more disliked by their classroom peers, relative to counterparts in a typical practice control group. The current study sought to investigate how classroom peers may have interpreted the teacher strategies. An independent sample of 191 children (ages 5-10; 102 boys) watched video vignettes displaying a teacher using MOSAIC strategies with a student. Participants were randomized into one of four conditions manipulating (a) the ADHD status of the student in the video (ADHD or Neurotypical), and (b) the equality in the teacher's implementation of the strategies across all students in the class (Equality or Inequality). Results suggested that children believed the teacher to be less genuine when delivering strategies to a student with ADHD relative to a neurotypical student. When teachers delivered strategies unequally (preferentially to the target student) relative to equally across all students, children found the teacher's actions to be less justified. Children's ratings of desired social contact with ADHD targets improved after watching the teacher use the MOSAIC strategies, but remained low overall. These findings underscore the importance of assessing children's interpretations of teacher-delivered intervention strategies, and have implications for future iterations of MOSAIC.
许多患有注意力缺陷多动障碍（ADHD）的学生与同学和老师有着负面的社交经历。“打造社会接纳的全纳课堂”（MOSAIC）干预措施要求教师对有ADHD风险的学生采用积极关注策略，与其他同龄人相比，比例为3:1。有证据表明，虽然有ADHD风险的MOSAIC学生报告称与教师的关系有所改善，但与典型实践对照组的同龄人相比，他们更不被同班同学喜欢。本研究旨在调查同班同学可能如何理解教师的策略。一个由191名儿童（年龄5 - 10岁；102名男孩）组成的独立样本观看了视频短片，短片展示了一位教师对一名学生使用MOSAIC策略。参与者被随机分配到四个条件之一，这些条件操纵着（a）视频中学生的ADHD状态（ADHD或神经典型），以及（b）教师在全班所有学生中实施策略的平等性（平等或不平等）。结果表明，与神经典型学生相比，当教师向患有ADHD的学生实施策略时，孩子们认为教师不那么真诚。当教师不平等地（优先针对目标学生）而不是平等地对所有学生实施策略时，孩子们认为教师的行为更不合理。在观看教师使用MOSAIC策略后，孩子们对与ADHD目标学生进行期望社交接触的评分有所提高，但总体上仍然较低。这些发现强调了评估孩子们对教师实施的干预策略的理解的重要性，并对MOSAIC的未来迭代有启示意义。
