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Clin Pediatr (Phila). 2014 Jan;53(1):11-7. doi: 10.1177/0009922813497092. Epub 2013 Jul 30.

A phenomenological case study of communication between clinicians about attention-deficit/hyperactivity disorder assessment.

Author information

1
1Department of Psychiatry, University of Florida, Jacksonville, FL, USA.

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.

KEYWORDS:

attention-deficit/hyperactivity disorder; health information exchanges; mental health services; provider communication

PMID:
23899584
DOI:
10.1177/0009922813497092
[Indexed for MEDLINE]

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