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

Talbott, Elizabeth; Reyes, Andres De Los; Power, Thomas J.; Michel, Jeremy J.; Racz, Sarah J.

doi:10.1177/1063426620949987

Cited by 19 publications

(12 citation statements)

References 44 publications

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“…However, the traditional home-school collaboration mechanism has problems such as single structure and unclear collaboration subject. The subject object of home-school collaboration is only limited to the literal school and home and has not been further extended to society, community, and even groups, which reduces the advantages of home-school collaboration mechanism to a certain extent [16][17][18]. At the same time, the communication in the traditional home-school coordination mechanism also has serious efficiency problems.…”

Section: Introductionmentioning

confidence: 99%

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

2022

Occupational Therapy International

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With the continuous satisfaction of material life, teenagers’ physical health has been generally improved, and all aspects of competition have posed a challenge to teenagers’ mental health. Therefore, both at the family level and at the school level, teenagers’ mental health education has been paid more and more attention. The school cooperative education model came into being, which has had an important impact on the mental health education of teenagers. Family education is the first level of education for teenagers. Parents’ role model, family education concept, and education model all play a key role in the development of children’s mental health. Based on this, this paper will focus on optimizing the home-school cooperation strategy, further clarify the main responsibilities of the school, teachers, and parents in the home-school cooperation education in the strategy, establish and improve the home-school cooperation mechanism based on this, and focus on the cultivation of parents’ mental health education and teachers’ mental health guidance professional skills in this process. Based on the current situation of network home-school mental health coordination and mental health education, this study takes teenagers as the research object, aiming at the common psychological problems in learning, social adaptation, and interpersonal communication, and tries to study the problems of promoting teenagers’ mental health from the perspective of integrity and development. The developed home-school collaboration method is to verify that the network home-school collaboration method is more effective than the traditional home-school collaboration method in promoting the mental health development of primary school students, so as to provide a reference for the theory and practice of home-school collaboration under the network environment to carry out mental health education. According to the corresponding network information intelligent algorithm, this paper constantly adjusts the coordination strategy between family and school and guides teenagers to internalize the corresponding excellent behaviour into their own habits. In the experimental part, the psychological assistance treatment scheme proposed in this paper is verified and analysed. The experimental results show that the psychological assistance treatment program for adolescents proposed in this paper has obvious effects. School education has a special mental health counseling center and special psychological teachers, which can carry out mental health education more scientifically. The unity and cooperation between family education and school education can combine the educational power of parents and schools to fully develop the mental health of teenagers.

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Section: Introductionmentioning

confidence: 99%

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

2022

Occupational Therapy International

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“…Such collaborative goals may be the first step toward cross-setting collaborations among school, home, and health care based providers. Team-based, cross-setting collaborative care reflects an even more wholistic, integrated approach to improving outcomes for individuals with disabilities, illustrated in Talbott et al’s (2021) model of care for students with attention deficit hyperactivity disorder.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Price,

Cooper-Duffy,

Ogletree

et al. 2024

School Psychology

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Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional educationprogram designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twentyfour graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. Impact and ImplicationsWe describe Project INTERACT, a team-based training program to prepare graduate students in psychology, special education, and speech-language pathology to work together to support autistic children with intellectual disabilities. Graduate students were highly knowledgeable about autism and highly valued working with other disciplines. After participating in Project INTERACT, graduate students' ratings of their knowledge and abilities to collaborate successfully with professionals in other disciplines increased.

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“…Based on these findings, teacher use of effective support strategies for students with the disorder may rest upon having a number of individuals to whom to turn for supervision and guidance. Indeed, multidisciplinary collaboration that includes contributions of several professionals has been recommended as part of an effective intervention program for individuals with ADHD (e.g., Talbott et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Use of School-Based Interventions for ADHD, Professional Support, and Burnout Symptoms among Teachers in Iceland

2023

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Objective: Effective school-based interventions for youth with ADHD are critical to their success. We examined whether teacher application of such interventions and perceptions of professional support related to greater well-being, including fewer burnout symptoms. Method: Teachers in primary schools in Iceland were invited to participate in an online survey, including questions about professional support and the Maslach Burnout Inventory (MBI). The sample comprised N = 592 (88.5% female) participants. Results: Regression analyses indicated that use of recommended ADHD interventions was positively associated with MBI-Personal Achievement (PA). Greater satisfaction with professional support related to lower MBI-Emotional Exhaustion and MBI-Depersonalization, and higher MBI-PA. Level of professional support was positively associated with use of recommended interventions. Conclusion: Effective interventions and support for students with ADHD may enhance teacher well-being. Icelandic teachers require further training and professional support in best practices for ADHD, to help promote teacher and student success.

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

Cited by 19 publications

References 44 publications

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Use of School-Based Interventions for ADHD, Professional Support, and Burnout Symptoms among Teachers in Iceland

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