A Phenomenological Case Study of Communication Between Clinicians About Attention-Deficit/Hyperactivity Disorder Assessment. (January 2014)

• Record Type: Journal Article
• Authors: Lynch, Sean E.; Cho, Jennifer; Ogle, Stacy; Sellman, Heather; dosReis, Susan
• Is Part Of: Clinical pediatrics. Volume 53:Number 1(2014)
• Page Start: 11
• Page End: 17
• Publication Date: 2014-01
• Subjects: attention-deficit/hyperactivity disorder -- provider communication -- mental health services -- health information exchanges; Pediatrics -- Periodicals; 618.920005
• DOI: 10.1177/0009922813497092
• Languages: English
• ISSNs: 0009-9228

Abstract

Introduction . Communication between clinicians related to attention-deficit/hyperactivity disorder (ADHD) assessment is challenging because it involves a number of individuals. While the communication process might be more efficient if these individuals worked together, research on ADHD-specific collaborative care models is scarce. The purpose of this qualitative study was to investigate the parties with whom prescribers communicate and how they collaborate. Methods . Providers were interviewed, and the data were analyzed using a phenomenological case study approach. Results . The results suggested that there were communication breakdowns between providers and teachers that hindered the assessment process. Discussion . Communication related to ADHD assessment may be more complex than theoretical models may conceptualize.