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

Mikami, Amori Yee; Evans, Steven W.; Hudec, Kristen L.; Kassab, Hannah; Smit, Sophie; Na, Jennifer Jiwon; Khalis, Adri

doi:10.1080/15374416.2021.1929250

Cited by 15 publications

(8 citation statements)

References 32 publications

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“…This finding has key implications for the development of implementation strategies and teacher coaching models, as it suggests that an explicit focus on strengthening teachers’ relationship with students with ADHD may be an important way to strengthen evidence-based intervention use. Recent evidence suggests that approaches such as the establish—maintain—restore method (Cook et al, 2018 ), as well as the use of personal greetings, check-ins and CARE time (Mikami et al, 2020 , 2021 ) show promise for improving student–teacher relationships at the class-wide level; the current results highlight the importance of this work and suggest opportunities to integrate approaches to supporting teachers’ in both strengthening relationships with students and using behavioral classroom interventions.…”

Section: Discussionmentioning

confidence: 61%

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

Lawson

Mandell

Tavlin

et al. 2022

School Mental Health

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Multi-tiered behavioral classroom interventions are particularly important for students with or at risk for ADHD or other externalizing behaviors. Teachers often use these interventions infrequently or not as designed, and little is known about the barriers and facilitators to their use, especially from the teachers’ perspective. Using an exploratory sequential approach, we first used semi-structured qualitative interviews to identify teacher-reported barriers and facilitators to using three Tier 1 and one Tier 2 behavioral classroom interventions with students with ADHD symptoms (Study 1). Then, we identified which barriers and facilitators were most frequently endorsed on a survey (Study 2). The types of barriers and facilitators that emerged from semi-structured interviews included teachers’ beliefs about behavioral classroom interventions (i.e., about their effectiveness or the consequences of using them) that motivated teachers or reduced their motivation to use them, as well as factors that interfered or assisted with execution in the moment. The most frequently endorsed barriers were being distracted or forgetting due to competing demands, and feeling “stressed, frustrated, or burned out;” frequently endorsed facilitators included having a strong student–teacher relationship and having built the habit of using the intervention. Together, these results identify specific, malleable factors that can be targeted when supporting teachers in using Tier 1 and Tier 2 behavioral classroom interventions for students with ADHD symptoms. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09524-3.

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Section: Discussionmentioning

confidence: 61%

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

Lawson

Mandell

Tavlin

et al. 2022

School Mental Health

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“…Importantly, peers’ disliking of children with ADHD symptoms has proved to be quite difficult to treat (Evans et al, 2018; Mikami et al, 2021). The majority of the intervention approaches for peer problems have focused on addressing deficient behaviors or skills in children with ADHD, under the presumption that if children with ADHD change their deficiencies then peers’ liking will follow (Mikami & Normand, 2015).…”

Section: Discussionmentioning

confidence: 99%

A Novel Look at Peer Problems: Examining Predictors of Children’s Sociometric Ratings of Classmates With ADHD Symptoms

Mikami

Ferrari

2022

Journal of Emotional and Behavioral Disorders

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Research predominantly focuses on problematic behaviors in children with symptoms of attention-deficit/hyperactivity disorder (ADHD) to explain why they are disliked by their classroom peers. By contrast, the current study explores characteristics of peers that are associated with them disliking classmates with ADHD symptoms. To do so, we undertook a novel methodological approach using hierarchical linear modeling to examine the strength of the association between child characteristics, their sociometric ratings given to classmates, and the recipients’ ADHD symptom levels. Participants were 194 children (Grades K–4) in 12 classrooms. Using the sociometric method, children rated their liking versus disliking of each classmate. Children’s ADHD symptoms were reported by the teacher. Children’s self-reported stigma about ADHD, their own sociometric ratings received, and teacher ratings of children’s academic competence were collected. Results suggested that children who reported more stigma about ADHD, and who were more socially and academically competent, had a stronger negative association between the sociometric ratings they gave and the recipients’ ADHD symptoms (i.e., were more likely to dislike classmates with ADHD symptoms). These effects were strongest at the end of the academic year relative to the beginning of the year. Implications for interventions targeting the peer group are discussed.

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“…The trial of the MOSAIC program (Mikami et al, 2022) involved intensive problem-solving coaching with observation and performance feedback for teachers, based on findings that these supports are effective in improving teachers' implementation of classroom EBPs (Solomon et al, 2012;Stormont et al, 2015). Positive outcomes of this type of coaching include improvements in implementation quality (Sutherland et al, 2015) and frequency of teacher strategy use (Owens et al, 2017;Pas et al, 2015), as well as reductions in disruptive student behavior (Owens et al, 2020;Reinke et al, 2008).…”

Section: Professional Learning Communities As a Context For Sustainab...mentioning

confidence: 99%

“…Target children in MOSAIC classrooms reported greater support from their teachers than did target children in control classrooms (although the intervention did not improve peer perceptions of target children). Further, greater teacher use of core MOSAIC strategies was positively associated with student outcomes (Mikami et al, 2020(Mikami et al, , 2022.…”

Section: Introductionmentioning

confidence: 96%

Exploring Intervention Sustainment and Intervention Spread Following a Randomized Clinical Trial of the MOSAIC Program

Kassab

Evans

Everly

et al. 2023

School Mental Health

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The randomized trial of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program included intensive coaching from research staff to support teachers’ implementation of MOSAIC strategies and resulted in positive student outcomes (Mikami et al., J. Clin. Child Adolesc. Psychol. 51(6):1039–1052, 2022 ). However, these intensive procedures are costly (in time, money, and resources) and serve as barriers to intervention adoption under typical school conditions. In this study, we explored the extent to which MOSAIC-trained teachers could sustain practices under typical practice conditions (sustainment), the extent to which teachers who did not participate in the trial could adopt the practices under typical practice conditions (spread), and the extent to which strategy use in the follow-up year was associated with participation in MOSAIC-focused professional learning communities (PLCs). Participants were 30 elementary school teachers, including (a) 13 teachers who received intensive coaching on MOSAIC practices during the previous year (MOSAIC group), and (b) seven teachers who participated in the trial in the control condition, plus 10 new teachers interested in MOSAIC (new-to-MOSAIC group). We assessed MOSAIC strategy use over the school year via monthly observations and biweekly teacher self-report surveys. Observation data revealed high sustainment in the MOSAIC group, with teachers showing less than 20% decline in the use of most strategies between the two years of participation. New-to-MOSAIC teachers implemented some core MOSAIC strategies, although not to the extent as those in the MOSAIC group. Higher strategy use was modestly associated with PLC attendance. We discuss implications for encouraging sustainment and intervention spread after initial, intensive supports are withdrawn. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09555-w.

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

Cited by 15 publications

References 32 publications

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

A Novel Look at Peer Problems: Examining Predictors of Children’s Sociometric Ratings of Classmates With ADHD Symptoms

Exploring Intervention Sustainment and Intervention Spread Following a Randomized Clinical Trial of the MOSAIC Program

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