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.
ShafferDFisherPDulcanMK. The NIMH Diagnostic Interview Schedule for Children Version 2.3 (DISC-2.3): description, acceptability, prevalence rates, and performance in the MECA Study. Methods for the Epidemiology of Child and Adolescent Mental Disorders Study. J Am Acad Child Adolesc Psychiatry. 1996;35:865-877.
2.
US Department of Health and Human Services. Mental health: A report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, US Public Health Service; 1999.
3.
LynchSEFrankeTM. Communicating with pediatricians: developing social work practice in primary care. Soc Work Health Care. 2013;52:397-416.
4.
KushSACampoJV. Consultation and liaison in the pediatric setting. In: AmmermanRTCampoJV eds. Handbook of Pediatric Psychology and Psychiatry, Vol. 1: Psychological and Psychiatric Issues in the Pediatric Setting. Needham Heights, MA: Allyn & Bacon; 1998:23-40.
5.
LeslieLKStalloneKAWeckerlyJMcDanielALMonnA. Implementing ADHD guidelines in primary care: does one size fit all?J Health Care Poor Underserved. 2006;17:302-327.
6.
LeslieLKWeckerlyJPlemmonsDLandsverkJEastmanS. Implementing the American Academy of Pediatrics attention-deficit/hyperactivity disorder diagnostic guidelines in primary care settings. Pediatrics. 2004;114:129-140.
7.
OlfsonMMarcusSCDrussBElinsonLTanielianTPincusHA. National trends in the outpatient treatment of depression. JAMA. 2002;287:203-209.
WolraichMLLambertWDoffingMABickmanLSimmonsTWorleyK. Psychometric properties of the Vanderbilt ADHD Diagnostic Parent Rating Scale in a referred population. J Pediatr Psychol. 2003;28:559-567.
10.
GoyetteCHConnersCKUlrichRF. Normative data on revised Conners Parent and Teacher Rating Scales. J Abnorm Child Psychol. 1978;6:221-236.
11.
OlfsonMGameroffMJMarcusSCJensenPS. National trends in the treatment of attention deficit hyperactivity disorder. Am J Psychiatry. 2003;160:1071-1077.
12.
American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 4th ed. Text revision. Arlington, VA: American Psychiatric Association; 2000.
13.
NorthousePGNorthouseLL. Health Communication: Strategies for Health Professionals. 2nd ed.Norwalk, CT: Appleton & Lange; 1992.
14.
StakeRE. The Art of Case Study Research. Thousand Oaks, CA: Sage; 1995.
PadgettD. Qualitative Methods in Social Work Research. Thousand Oaks, CA: Sage; 2008.
17.
MoustakasCE. Phenomenological Research Methods. Thousand Oaks, CA: Sage; 1994.
18.
GlaserBGStraussAL. The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL: Aldine; 1967.
19.
StraussALCorbinJM. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage; 1990.
20.
CreswellJW. Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks, CA: Sage; 1998.
21.
TaylorEFLakeTNysenbaumJPetersonGMyersD. Coordinating Care in the Medical Neighborhood: Critical Components and Available Mechanisms. Rockville, MD: Agency for Healthcare Research and Quality; 2011.
22.
CuffeSPMooreCGMcKeownRE. Prevalence and correlates of ADHD symptoms in the National Health Interview Survey. J Atten Disord. 2005;9:392-401.
