A Community Model for Physician, Educator, and Parent Collaboration for Management of Children with Developmental and Behavioral Disorders

Ulrey, Gordon; Hudler, Mary; Marshall, Richard M.; Wuori, Donald F.; Cranston, Christel S.

doi:10.1177/000992288702600504

Cited by 7 publications

(2 citation statements)

References 6 publications

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“…Instead, we argue that the therapeutic alliance is most effective when it exists in the context of a productive supporting alliance-an alliance encompassing the network of relationships that link clinical, educational and family settings. We are not the first to make such an argument (Ulrey, Hudler, Marshall, & Wuori, 1987), but the idea has received very little empirical or theoretical attention.…”

Section: Enhancing the Supporting Alliance Among Therapists Parents And Teacher In Child And Adolescent Treatmentmentioning

confidence: 99%

The Supporting Alliance in Child and Adolescent Treatment: Enhancing Collaboration Among Therapists, Parents, and Teachers

Feinstein

Fielding

Udvari-Solner

et al. 2009

APT

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Research indicates that the therapeutic alliance between therapist and pediatric patient is most effective in the context of a productive supporting alliance--an alliance encompassing the network of relationships among therapists, parents and teachers. In this essay, we develop a model of the supporting alliance, arguing that the child's primary relationships with various parties (therapists, teachers, and parents) imply a set of secondary relationships among those parties (parent-therapist, therapist-teacher, parent-teacher). We review the literature on these secondary relationships, focusing on their nature and discussing the benefits of and obstacles to establishing productive collaborations in each case. We also describe three sorts of pathology that can afflict the supporting alliance as a whole, and discuss the importance of patient autonomy and therapist-patient confidentiality relative to the supporting alliance. Finally, we identify directions for future research and highlight implications for practice.

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Section: Enhancing the Supporting Alliance Among Therapists Parents And Teacher In Child And Adolescent Treatmentmentioning

confidence: 99%

The Supporting Alliance in Child and Adolescent Treatment: Enhancing Collaboration Among Therapists, Parents, and Teachers

Feinstein

Fielding

Udvari-Solner

et al. 2009

APT

View full text Add to dashboard Cite

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“…However, the AAP has stated that "This interpretation becomes problematic in its failure to recognize the physician's role in the medical management, supervision, and program planning process for these children." [italics authors'] 27 Both the AAP [27][28][29][30][31][32][33][34] and physicians in practice [35][36][37][38][39][40] have historically promoted the importance of physician involvement with the care of CSHCN in educational and other nonmedical settings. According to the AAP, the pediatrician should provide ongoing coordination and "supervision of medical care and homerelated services for children with chronic and disabling conditions .…”

Section: Physician's Role In School-based Teamsmentioning

confidence: 99%

Policy Versus Practice: Comparison of Prescribing Therapy and Durable Medical Equipment in Medical and Educational Settings

Sneed

May

Stencel³

2004

Pediatrics

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ABSTRACT. Objective. The American Academy of Pediatrics (AAP) has promoted pediatrician involvement in the care of children with special health care needs (CSHCN), including the prescription and/or supervision of therapies and durable medical equipment (DME) for children in both medical and educational settings, such as schools and early intervention programs. Through this survey, we attempted to quantify objectively how pediatricians direct and coordinate therapy and DME for CSHCN and how these efforts correlate with AAP recommendations.Methods. A survey was mailed to a random sample of 500 physicians listed in the AAP directory, resulting in a final sample of 217 responding physicians who indicated that they provide services to CSHCN. Results of the survey were reported as proportions, means with standard deviations, or medians with interquartile range. Comparisons of proportions among certain subgroups of interest were made using Fisher exact tests.Results. The most recent AAP policy revision addressing the role of physicians in prescribing therapy services for children with motor disabilities appeared in Pediatrics 1996. It listed 6 key items that should be part of a therapy prescription: diagnosis, precautions, type, frequency, anticipated goals (educators may prefer the term "objectives"), and duration. The policy addressed and emphasized the need for what may be additional objectives, namely regular communication between all parties involved, ongoing supervision and reevaluation of the program and problem, and awareness of other community resources for possible referrals. Except for providing a diagnosis, the majority of surveyed pediatricians do not regularly comply with AAP policy recommendations on prescribing therapies and DME in medical and educational settings. Physicians who were trained before 1980 tend to follow AAP recommendations more closely than later graduates. Decreasing involvement of private outpatient pediatricians in coordinating and supervising CSHCNs care was noted. Furthermore, the majority is willing to defer decisions about treatment and goals to nonphysician health care providers (NPHCPs) and, in some cases, even equipment vendors. More than two thirds of the respondents indicated that they would sign a prescription for therapy without their previous initiation if it had been initiated by a therapist. Likewise, most respondents said that they would sign a wheelchair prescription sent to them by a therapist. Few expressed confidence in determining the appropriateness of leg brace (orthosis) prescriptions and arm/hand brace prescriptions. The majority of survey participants said that they give open-ended length of time (no limits under 1 year) on prescriptions for therapy services as part of school-based programs. However, patients' conditions and their therapeutic or equipment needs may change during the school year. Because open-ended prescriptions do not require periodic renewal, they do not provide opportunities for periodic feedback that helps to ensure that the pediatrician is...

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Meeting the Educational Needs of Children with Disabilities

Ross

1991

Physical Medicine and Rehabilitation Clinics of North America

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A Community Model for Physician, Educator, and Parent Collaboration for Management of Children with Developmental and Behavioral Disorders

Cited by 7 publications

References 6 publications

The Supporting Alliance in Child and Adolescent Treatment: Enhancing Collaboration Among Therapists, Parents, and Teachers

The Supporting Alliance in Child and Adolescent Treatment: Enhancing Collaboration Among Therapists, Parents, and Teachers

Policy Versus Practice: Comparison of Prescribing Therapy and Durable Medical Equipment in Medical and Educational Settings

Meeting the Educational Needs of Children with Disabilities

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