title: A phenomenological case study of communication between clinicians about attention-deficit/hyperactivity disorder assessment.
abstract: BACKGROUND
  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.
  
  
  CONCLUSIONS
  Communication related to ADHD assessment may be more complex than theoretical models may conceptualize.
authors.affiliation: 1Department of Psychiatry, University of Florida, Jacksonville, FL, USA.
authors.forename: Sean E
authors.initials: SE
authors.lastname: Lynch
authors.forename: Jennifer
authors.initials: J
authors.lastname: Cho
authors.forename: Stacy
authors.initials: S
authors.lastname: Ogle
authors.forename: Heather
authors.initials: H
authors.lastname: Sellman
authors.forename: Susan
authors.initials: S
authors.lastname: Dosreis
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis*; D002648:Child; D003266:Continuity of Patient Care; D005178:Faculty; D058015:Health Communication; D006801:Humans; D007400:Interprofessional Relations; D007407:Interviews as Topic; D010820:Physicians; D036301:Qualitative Research
keywords: attention-deficit/hyperactivity disorder; health information exchanges; mental health services; provider communication