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Encouraging Social Inclusiveness as a Means to Improving Academic Performance

2019-09-18 03:27:46 | BioPortfolio

Summary

Children's peer relationships in elementary school are important to promote their academic learning and their social-emotional development. Many children with or at risk for Attention-Deficit/Hyperactivity Disorder (ADHD) have difficulty being accepted and getting along with their classroom peers. This study tested a classroom intervention that aimed to help improve the peer relationships of elementary school age children, with a particular focus on children with or at risk for ADHD.

Study Design

Conditions

ADHD

Intervention

Making Socially Accepting Inclusive Classrooms

Status

Active, not recruiting

Source

University of British Columbia

Results (where available)

View Results

Links

Published on BioPortfolio: 2019-09-18T03:27:46-0400

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