Child Interpretations of Teacher Behaviors Directed toward Students with and without ADHD Symptoms.

Many students with attention-deficit/hyperactivity disorder (ADHD) have negative social experiences with classmates and teachers. The Making Socially Accepting Inclusive Classrooms (MOSAIC) intervention asked teachers to give positive attention strategies to students at risk for ADHD, at a 3:1 ratio compared to their peers. Evidence suggested that although MOSAIC students at risk for ADHD reported improved relationships with teachers, they were more disliked by their classroom peers, relative to counterparts in a typical practice control group.

Logging out or leaning in? Social media strategies for enhancing well-being.

Social media use is endemic among emerging adults, raising concerns that this trend may harm users. We tested whether reducing the quantity of social media use, relative to improving the way users engage with social media, benefits psychological well-being. Participants were 393 social media users (ages 17-29) in Canada, with elevated psychopathology symptoms, who perceived social media to negatively impact their life somewhat.

Targeting Peer Contagion Dynamics in Children with ADHD: Effects from a Two-Site Randomized Controlled Trial.

Objective: Parental Friendship Coaching (PFC) teaches parents to coach their children in friendship skills. This paper examines whether PFC fosters positive peer contagion processes (i.e.

Social Media Posts from Friends during Late Adolescence as Predictors of Young Adult Physical Health.

Although an increasing body of literature has linked social experiences to physical health, research has yet to consider how specific aspects of social experiences taking place on social media during late adolescence may predict future physical health outcomes. This study thus examined qualities of social media posts received from peers at age 21 as predictors of participants' physical health (e.g.

A Multi-Method Examination of Peer Functioning in Children with and without Cognitive Disengagement Syndrome.

Objective: Cognitive disengagement syndrome (CDS) includes excessive daydreaming, mental confusion, and hypoactive behaviors that are distinct from attention-deficit/hyperactivity disorder inattentive (ADHD-IN) symptoms. A growing number of studies indicate that CDS symptoms may be associated with ratings of social withdrawal. However, it is important to examine this association in children specifically recruited for the presence or absence of CDS, and to incorporate multiple methods including direct observations of peer interactions.

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

Unlabelled: 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.

Integrating Research-Supported Coaching Practices Into Secondary Teachers' Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement.

The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into existing professional development contexts that are already built into many middle and high school educators' weekly schedules: co-planning or professional learning community meetings.

Associations between cross-racial friendships and children's social and academic adjustment in racially diverse classrooms.

This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4-10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, received, given) were measured in fall and spring over one school year from 2017 to 2018, or from 2018 to 2019.

Peer contagion dynamics in the friendships of children with ADHD.

Background: Friendships in middle childhood carry high developmental significance. The majority of children with attention-deficit/hyperactivity disorder (ADHD) have few friendships, unstable friendships, or poor relationship quality in any friendships they have. The current study used time-window sequential analysis to map the dynamics within the friendships of children with ADHD, specifically the peer contagion processes of dyadic mutuality and coercive joining.

Contributions of Friends' Problem Behaviors to Friendship Quality in a Sample of Children with ADHD.

Objective: It is often assumed that children with attention-deficit/hyperactivity disorder (ADHD) experience friendship difficulties because of their own problem behaviors. However, friendships are dyadic relationships between two children. This study sought to understand the incremental contributions of friends' problem behaviors to dyadic friendship quality in a clinically diagnosed sample of children with ADHD.

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

Objective: Social and academic functioning are linked in elementary school, and both are frequently impaired in children with elevated symptoms of attention-deficit/hyperactivity disorder (ADHD). This study evaluated the Making Socially Accepting Inclusive Classrooms (MOSAIC) program, a classroom intervention to support children's social and academic functioning, especially for children at risk for ADHD. Teachers delivered MOSAIC practices to the whole class and applied some strategies more frequently to target children selected for elevated ADHD symptoms and peer impairment.

Effects of the Parental Friendship Coaching Intervention on Parental Emotion Socialization of Children with ADHD.

Parental emotion-related socialization behaviors shape children's socioemotional functioning and appear important for children with attention-deficit/hyperactivity disorder (ADHD). The Parental Friendship Coaching (PFC) intervention teaches parents to coach their children with ADHD in friendship skills, which includes managing emotions. We examined whether PFC, relative to psychoeducation and social support (Coping with ADHD through Relationships and Education; CARE), improved parental emotion-related socialization behaviors, child affect with a friend, and child social behaviors related to emotional difficulties.

An Individual Participant Data Meta-analysis: Behavioral Treatments for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder.

Objective: Behavioral interventions are well established treatments for children with attention-deficit/hyperactivity disorder (ADHD). However, insight into moderators of treatment outcome is limited.

Method: We conducted an individual participant data meta-analysis (IPDMA), including data of randomized controlled behavioral intervention trials for individuals with ADHD <18 years of age.

The World Federation of ADHD International Consensus Statement: 208 Evidence-based conclusions about the disorder.

Background: Misconceptions about ADHD stigmatize affected people, reduce credibility of providers, and prevent/delay treatment. To challenge misconceptions, we curated findings with strong evidence base.

Methods: We reviewed studies with more than 2000 participants or meta-analyses from five or more studies or 2000 or more participants.

Children's ADHD Symptoms and Friendship Patterns across a School Year.

Symptoms of attention-deficit/hyperactivity disorder (ADHD) in elementary school-age children are associated with poor relationships with classroom peers, as indicated by poor social preference, low peer support, and peer victimization. Less is known about how friendship patterns relate to ADHD symptoms, or how friendships may buffer risk for negative peer experiences. Participants were 558 children in 34 classrooms (grades K-5).

Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial.

Objective: This study evaluated a novel intervention for friendship problems in children with attention-deficit/hyperactivity disorder (ADHD). Parental Friendship Coaching (PFC) teaches parents to coach their children in targeted friendship behaviors that are lacking in children with ADHD and that help children develop good quality friendships.

Method: Participants were 172 families of children with ADHD and social impairment (ages 6-11; 29.

The Homogeneity and Heterogeneity of Moral Functioning in Preschool.

The current study examined relations between distinct aspects of moral functioning, and their cognitive and emotional correlates, in preschool age children. Participants were 171 typically developing 3- to 6-year-olds. Each child completed several tasks, including (a) moral tasks assessing both performance of various moral actions and evaluations of moral scenarios presented both verbally and nonverbally; and (b) non-moral tasks assessing general cognitive skill, executive functioning, theory-of-mind, and emotion recognition.

Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition.

Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information.

A Multiple Indicators Multiple Causes (MIMIC) model of friendship quality and comorbidities in children with attention-deficit/hyperactivity disorder.

The unique objectives of the current investigation were: (a) to assess the fit of a multiinformant 2-factor measurement model of friendship quality in a clinical sample of children with attention-deficit/hyperactivity disorder (ADHD); and (b) to use a multiple indicators multiple causes approach to evaluate whether comorbid externalizing and internalizing disorders incrementally predict levels of positive and negative friendship quality. Our sample included 165 target children diagnosed with ADHD (33% girls; aged 6-11 years). Target children, their parents, their friends, and the parents of their friends independently completed a self-report measure of friendship quality about the reciprocated friendship between the target child and the friend.

Correlates of Loneliness in Children with Attention-Deficit/Hyperactivity Disorder: Comorbidities and Peer Problems.

Children with attention-deficit/hyperactivity disorder (ADHD) are well-documented to experience social-emotional difficulties; however, little is known about their loneliness-an aspect of social-emotional functioning. Using a cross-sectional design, we examined how loneliness relates to comorbid internalizing disorders, externalizing disorders, and peer problems in a sample of 213 children with ADHD. Children (66 girls, M = 8.

Evaluation of a multi-component and multi-agent intervention to improve classroom social relationships among early elementary school-age children.

We present the preliminary evaluation of a comprehensive, multi-component and multi-agent 2-year classroom intervention to enhance children's relationships with their peers and teachers among early elementary school students in Spain. The intervention contained universal components directed to the whole class plus targeted components for children with peer problems. Using a quasi-experimental design, 229 children (in 10 classrooms) formed a comparison group whose teachers engaged in their typical practices, followed the next year by 214 children (in 9 classrooms) who received the intervention.

Focused Classroom Coaching and Widespread Racial Equity in School Discipline.

We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 secondary U.S. classrooms.

Social functioning in youth with attention-deficit/hyperactivity disorder and autism spectrum disorder: transdiagnostic commonalities and differences.

Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are both neurodevelopmental disorders originating in childhood with high associated impairments and public health significance. There has been growing recognition of the frequent co-occurrence, and potential interrelatedness, between ADHD and ASD without intellectual disability. In fact, the most recent (5th) edition of the DSM is the first to allow ADHD and ASD to be diagnosed in the same individual.

Do infant sociomoral evaluation and action studies predict preschool social and behavioral adjustment?

Recent studies suggest that infants and toddlers evaluate others based on their prosocial and antisocial behaviors and engage in prosocial behaviors themselves. It is unknown to what extent infants' responses in such studies reveal stable individual differences in social and/or moral competence that persist throughout development. The current study (N = 63) demonstrates that infants' performance in sociomoral evaluation and action studies (mean age = 12 months) predicts social and behavioral adjustment at age 4 years.

Online Social Interactions Predict Academic and Emotional Adjustment in the Transition to University.

We investigated the developmental implications of online social interactions among 590 youth transitioning to university. We observed friends' posts on participants' Facebook pages, and considered attributes of friends' posts used to indicate positive and negative relationship quality in face-to-face interactions. After statistical control of beginning-of-year functioning and participants' Facebook content, Facebook friends' deviant content posts (swearing; illegal/sexualized activities) predicted participants' lower grade point average, Facebook friends' posts indicating connection to participants predicted participants' lower psychopathology, and Facebook friends' verbal aggression posts predicted participants' lower institutional attachment, by the end of the year.