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

Area of Science:

• Educational Psychology
• Child Development
• Clinical Psychology

Background:

• Social and academic functioning are interconnected in elementary education.
• Children with attention-deficit/hyperactivity disorder (ADHD) symptoms often experience impairments in both areas.
• Classroom interventions are crucial for supporting children at risk for ADHD.

Purpose of the Study:

• To evaluate the effectiveness of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program.
• To assess the program's impact on social and academic functioning, particularly for children at risk for ADHD.
• To examine whole-class effects and targeted interventions within the MOSAIC program.

Main Methods:

• A randomized controlled trial involving 34 teachers and 558 students (K-5) over one academic year.
• Intervention group received the MOSAIC program; control group received typical classroom practices.
• Data collected included peer sociometrics, child self-reports of relationships, and teacher ratings of social/academic competencies and impairments.

Main Results:

• Children in MOSAIC classrooms showed improved teacher-rated competencies and lower impairment compared to the control group.
• No significant whole-class effects were found for peer sociometrics or children's perceptions of supportive relationships.
• Target children in MOSAIC reported greater teacher support but received poorer peer sociometrics than controls.

Conclusions:

• The MOSAIC program enhances overall classroom functioning and teacher-perceived competencies for students at risk for ADHD.
• Changing peer perceptions remains a significant challenge, even with improvements in other social and academic areas.
• Targeted support within inclusive classrooms may improve teacher relationships but not necessarily peer acceptance for at-risk students.