The meaning of a multimodal approach for children with ADHD: experiences of service professionals.
BACKGROUND
Attention-Deficit/Hyperactivity Disorder (ADHD) is a childhood mental disorder characterized by inattention, impulsiveness and overactivity. It is also characterized by heterogeneity and ambiguity. Effective intervention is influenced by these two factors. This pervasive disorder impacts various domains of functioning, including academics, peer relations, familial relationships and self-esteem. A confounding factor is the high rate of comorbidity with diagnoses such as learning disabilities, oppositional defiant disorder or conduct disorder. No one intervention has emerged as maximally effective across all symptoms and domains. Consequently, a multimodal approach is regarded as the favoured method of intervention. However, no clear definition of'multimodal' exists.


METHODS
This study explored the meaning of multimodal from the perspective of professionals employed in a tertiary care hospital setting in which children with ADHD are assessed and treated. A qualitative design using a phenomenological approach allowed professionals to speak from their practice experiences.


CONCLUSIONS
Although no clear definition of multimodal emerged, professionals identified issues key to this approach and proposed a model for intervention.
Hazelwood
E
E
Calgary Regional Health Authority, Alberta Children's Hospital, Canada.
Bovingdon
T
T
Tiemens
K
K
D000416:Alberta; D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy*; D001291:Attitude of Health Personnel; D019090:Case Management; D002648:Child; D003131:Combined Modality Therapy; D006776:Hospitals, Pediatric; D006801:Humans; D007407:Interviews as Topic; D017146:Models, Organizational; D010348:Patient Care Team