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

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

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.

Publication types

  • Research Support, N.I.H., Extramural

MeSH terms

  • Attention Deficit Disorder with Hyperactivity / diagnosis*
  • Child
  • Continuity of Patient Care
  • Faculty
  • Health Communication*
  • Humans
  • Interprofessional Relations*
  • Interviews as Topic
  • Physicians
  • Qualitative Research