CoChat
Sign Up
Cited by 149Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder.

Open access
Mikami, Amori Yee, Griggs, Marissa Swaim, Lerner, Matthew D., Emeh, Christina C., Reuland, Meg M., Jack, Allison, Anthony, Maria R.·2013·Journal of Consulting and Clinical Psychology
DOI 10.1037/a0029654PMC PMC3522754
Open this paper in CoChat — free account

Abstract

OBJECTIVE: 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. METHOD: 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. RESULTS: 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. CONCLUSIONS: 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.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1037/a0029654

Cites

57 of 57 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Classroom interventions might promote alliances with less disruptive children who can perhaps better model emotion regulation.

    “Children with ADHD often form cliques with disruptive others, and classroom interventions might promote alliances with less disruptive children who can perhaps better model emotion regulation.”

    From Emotion Dysregulation in Attention Deficit Hyperactivity Disorder (2014) · cites this paper as [136]

    The Method section (MOSAIC Treatment Condition; page not provided) describes teachers encouraging social bonds between children, and the Discussion says increasing peer inclusiveness may help children with ADHD. The paper does not say the intervention specifically promotes alliances with less disruptive children or that those children model emotion regulation. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Children with ADHD often form cliques with disruptive others.

    “Children with ADHD often form cliques with disruptive others, and classroom interventions might promote alliances with less disruptive children who can perhaps better model emotion regulation.”

    From Emotion Dysregulation in Attention Deficit Hyperactivity Disorder (2014) · cites this paper as [136]

    The ‘Exclusionary peer behavior’ section discusses rejection and friendship difficulties among children with ADHD, but does not say they form cliques with disruptive peers. Searches for cliques, disruptive friendships, and friend selection found no passage in our copy addressing that claim; the paper’s friendship results do not describe friends’ behavior. (LLM, conf=0.73)

    Experimental — accuracy not yet measured

  • The most effective social skills interventions require adults to actively instruct and support children in using social skills in context.

    “the most effective social skills interventions require active adult instruction and support for children to use social skills in context (e.g., Mikami et al., 2010; 2013).”

    From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Mikami et al., 2013

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Mikami, A. Y., Griggs, M. S., Lerner, M. D., Emeh, C. C., Reuland, M. M., Jack, A., & Anthony, M. R.
Affiliations
  • University of British Columbia (CA)
  • University of Virginia (US)
ORCID
Venue
Journal of Consulting and Clinical Psychology
Publisher
American Psychological Association (APA)
Published
2013-02
Volume
81
Issue
1
Pages
100-112
ISSN
  • 0022-006X (ISSN-L)
  • 1939-2117
DOI
10.1037/a0029654
PMC
PMC3522754
OpenAlex
W2146707120
Cited by
148
References
55
Citations by year
2026: 5 · 2025: 10 · 2024: 7 · 2023: 4 · 2022: 9 · 2021: 9 · 2020: 8 · 2019: 12 · 2018: 17 · 2017: 15 · 2016: 12 · 2015: 12 · 2014: 20 · 2013: 6 · 2012: 2
FWCI
9.11
Type
journal article
Language
en
Open access
Locations
  • Journal of Consulting and Clinical Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Mental Health (1R21 MH091486)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
attention deficit hyperactivity disorder, peer problems, classroom intervention, reciprocal friendship, peer acceptance, behavior management
MeSH terms
Attention, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Female, Humans, Interpersonal Relations, Male, Peer Group, Schools, Social Behavior, Sociometric Techniques, Cross-Over Studies, Friends, Social Marginalization

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review