In a small randomized pilot study, children with ADHD showed better sociometric peer functioning when the MOSAIC classroom inclusion components were added to behavioral management and social skills training¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children with ADHD were better liked and less disliked by peers, and had more reciprocated friendships, in classrooms where MOSAIC was added to behavioral management and social skills training. → Mikami 2015

Evidence¶

Mikami 2015¶

Mikami, A. Y., & Normand, S. (2015). The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD. Curr Dev Disord Rep. https://doi.org/10.1007/s40474-014-0036-0

q2 · i? · review · r2

The review reports its small randomized pilot study of MOSAIC, in a 2-week summer camp with 24 children with ADHD and 113 typically developing peers using a repeated measures crossover design; results favored the MOSAIC condition on sociometric measures, supported by observations of peers behaving more positively.

"children with ADHD were better liked and less disliked by peers, and had more reciprocated friendships, as assessed via sociometric measures, when they were in classrooms where MOSAIC was added to behavioral management and social skills training"

Discussion¶

Related Claims¶

• Math difficulties are more strongly associated with social isolation than reading difficulties, and peer dislike of readers with RD is explained by ADHD symptoms — related
• Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems)
• Existing child-focused treatments for ADHD, including the MTA's intensive behavioral management and medication, and clinic-based social skills training, have not improved peers' liking of children with ADHD — a broader claim this one bears on
• In a pilot randomized trial, children whose parents received Parental Friendship Coaching were reported by parents and by blind teachers to show better social behaviors and greater peer acceptance than control children — related
• Specific training was associated with more advanced strategy use, but most teachers used strategies inconsistently and generically — related