A Team-Based Collaborative Care Model for Youth with Attention-Deficit Hyperactivity Disorder in Education and Health Care Settings

Autor/inn/en	Talbott, Elizabeth; De Los Reyes, Andres; Power, Thomas J.; Michel, Jeremy J.; Racz, Sarah Jensen
Titel	A Team-Based Collaborative Care Model for Youth with Attention-Deficit Hyperactivity Disorder in Education and Health Care Settings
Quelle	In: Journal of Emotional and Behavioral Disorders, 29 (2021) 1, S.24-33 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426620949987
Schlagwörter	Attention Deficit Hyperactivity Disorder; Teamwork; Access to Health Care; Leadership; Interdisciplinary Approach; Student Behavior; Data Use; Evidence Based Practice; Intervention; Primary Health Care; School Community Relationship; Allied Health Personnel; School Personnel; Cooperation; Mental Health; School Health Services; Program Implementation; Teacher Role; Administrator Role; Low Income Groups + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Student behaviour; Schülerverhalten; Gesundheitsvorsorge; Schulpersonal; Co-operation; Kooperation; Psychohygiene; Schuleingangsuntersuchung; Lehrerrolle
Abstract	Attention-deficit hyperactivity disorder (ADHD) is among the most commonly diagnosed disorders of children and youth. Young people receive their ADHD diagnoses and medical treatment in primary health care settings and can experience a range of behavioral and educational disabilities treated in the clinic, at home, and at school. We propose a team-based collaborative care model (TBCCM) to foster communication and collaboration among health care and education teams, embedding implementation science methods to promote and sustain evidence-based practices for youth with ADHD. Key features of the model include (a) effective leadership and teamwork within the two universal systems of education and health care, (b) use of data from multiple informants who describe and monitor student behavior within and across contexts, and (c) adoption and adaptation of evidence-based practices. We expect that these efforts to embed implementation science methods within a collaborative team structure will improve the uptake of evidence by intervention teams in the two systems, and thus optimize outcomes for children and youth with ADHD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01