Reducing Attention Deficit Hyperactivity Disorder in Kindergarten and Pre-Kindergarten Children
|Attention Deficit Disorder With Hyperactivity||Behavioral: Friendship Group Behavioral: Academic tutoring|
|Study Design:||Allocation: Randomized
Intervention Model: Parallel Assignment
Intervention Model Description:
Comparison of social skill training intervention with active attention control group (academic tutoring)Masking: Participant, Outcomes Assessor
Primary Purpose: Prevention
|Official Title:||Reducing ADHD by Promoting Social Collaboration and Self-Regulation Skills|
- Attention deficit hyperactivity disorder (ADHD) symptomatology [ Time Frame: Measured pre- and post-treatment and at 12-month follow-up ]
- Social competence [ Time Frame: Measured pre- and post-treatment and at 12-month follow-up ]
|Actual Study Start Date:||July 1, 2009|
|Study Completion Date:||April 30, 2013|
|Primary Completion Date:||April 30, 2012 (Final data collection date for primary outcome measure)|
Experimental: Friendship Group Intervention
Participants will receive the "Friendship Groups" intervention.
Behavioral: Friendship Group
Social skills training for 30 sessions, held twice per week over 4 to 5 months
Active Comparator: Individual Tutoring
Participants will receive individual academic tutoring.
Behavioral: Academic tutoring
Tutoring to support emergent literacy skills, held 1 to 2 times per week over 4 months
Attention deficit hyperactivity disorder (ADHD) is characterized by inattention, impulsiveness, and hyperactivity. ADHD is not commonly diagnosed until a child has entered formal schooling and shown academic and behavioral adjustment difficulties, but developmental research suggests that risk factors for developing ADHD are evident earlier. A significant number of children start school with high levels of disorganized and inattentive behaviors, which are symptoms of emerging ADHD. This study will test an intervention aimed at preventing the development of ADHD by identifying those at risk for developing ADHD in kindergarten and pre-kindergarten and teaching them self-regulation skills through socialization. These skills have been associated with school success, and they may reduce the likelihood of children developing ADHD.
Participation in this study will last for 4 months, with a follow-up assessment after 1 year. To enroll, child participants will undergo a screening process that will include assessments by their teachers and parents. Eligible child participants will also be assessed by researchers in a classroom setting. They will then be randomly assigned to receive either a play-based intervention, called the Friendship Group, or an individual pre-academic tutoring intervention. Both groups will meet at school. The Friendship Group, which will focus on strengthening attention and self-regulation through social skills, will involve 30 sessions twice a week for 15 weeks. The tutoring intervention, which will focus on strengthening academic skills, will involve one or two sessions a week for 4 months. Participants will be assessed at three time points: pre-intervention, post-intervention, and after 1 year. Assessments will include teacher ratings and direct testing of child attention, language, and pre-academic skills.
Please refer to this study by its ClinicalTrials.gov identifier: NCT00895908
|Principal Investigator:||Karen L. Bierman, PhD||The Pennsylvannia State University|