Practice procedures in models of primary care collaboration for children with ADHD.

Abstract

This study is among the first to compare different levels of collaborative care on practice procedures. Understanding how we can best integrate between behavioral health and primary care services will optimize outcomes for children and families. (PsycINFO Database Record

What’s known about implementing co-located paediatric integrated care: a scoping review

“…Child psychologists, psychology trainees, and masters-level social workers were the most common mental health provider type integrated into the pediatric setting. Thirteen studies included an integrated child psychiatrist or psychiatry trainee, who were most often part of a team with other integrated mental health providers (Briggs et al, 2016;Goodfriend et al, 2006;Levy et al, 2017;Horwitz et al, 2016;Moore et al, 2018;Rousseau et al, 2017;Schlesinger et al, 2017;Schlesinger, 2017;Subotsky & Brown, 1990;Talmi et al, 2016;German et al, 2017;Richardson et al, 2009;Shippee et al, 2018;Aguirre et al, 2013). Six studies evaluated an intervention delivered by members of the medical team (RNs, NPs, or midwives) with no prior mental health training (Kolko et al, 2010;Kolko et al, 2012;Kozlowski et al, 2015;Westerlund et al, 2017;Richardson et al, 2009;Shippee et al, 2018).…”

“…While many studies reported interventions for children of all age ranges, others reported on interventions specific for certain age ranges, including early childhood, grade school-age children, and adolescents. Only three of the observational studies were disorder-specific, with two focused on ADHD (Moore et al, 2018;Olufs et al, 2016) and one (Shippee et al, 2018) on depression. Other observational studies were inclusive of all children within the target population (which at times was age-restricted) identified as needing mental health support.…”

“…Overall, studies found that integrated care programs seemed to increase the likelihood that families would attend an initial appointment, adhere to recommended treatment, and connect to specialty mental health care when indicated compared to referral to usual specialty care (Kolko et al, 2010;Kolko et al, 2012;Moore et al, 2018;Richardson et al, 2014;Subotsky & Brown, 1990;Sutliffe, 2007;Valleley et al, 2008;Ward-Zimmerman & Cannata, 2012;Wright et al, 2016;Richardson et al, 2009). Some studies reported that patients seen in the integrated setting were generally younger, suggesting earlier access to care (Schlesinger et al, 2017;Subotsky & Brown, 1990).…”

“…; whether they would recommend co-located model to others) (Adams et al, 2016) Adoption Uptake of intervention (i.e. decision to try) by participating providers (Proctor et al, 2011) Number of lectures delivered, indirect consults, direct evaluations & discussions of screening implementation (Goodfriend et al, 2006) Rates of ADHD treatment initiation and completion in intervention vs. TAU arm (Kolko et al, 2014) Appropriateness Perceived fit or relevance of intervention to the problem & setting (Proctor et al, 2011) Rates of adherence to AAP recommended timing for medication follow-up attendance vs. control condition (Moore et al, 2018) Feasibility Usability and usefulness (aka "actual fit") of intervention within target implementation setting (Karsh, 2004;Proctor et al, 2011) Duration of time spent with patient by PCP, BHC (Gomez et al, 2014) Fidelity Extent to which intervention was delivered in the manner in which it was originally prescribed (Proctor et al, 2011;Rabin et al, 2008) Session audits using Treatment Integrity Rating Form to assess % of module components delivered and adjunctive services delivered (Kolko et al, 2010) Implementation Cost (Financial) cost of implementing the intervention (Proctor et al, 2011) PCP revenue on days with vs. without BHC present (Gomez et al, 2014) Penetration Degree to which intervention spreads throughout the target service setting (Proctor et al, 2011) Case example of initiative spreading from pilot site to 15 additional sites within health system over 5 years (Schlesinger et al, 2017)…”

Práticas de Avaliação Psicológica Escolar: Uma Revisão Sistemática da Literatura

“…Cinco artigos (8,3%) tiveram foco nas práticas de aplicação de instrumentos baseados em pontos fortes (Categoria 6). Foram comparados dois modelos de tratamentos (integrado e colocalizado) para ADHD, utilizando-se observações comportamentais, registros clínicos, escolares, triagens, resultados de avaliação padronizados (Moore et al, 2018) (Quadro 2). Adicionalmente, foram investigadas a mensuração multidimensional do aprendizado autorregulado e realizações em matemática (Callan & Cleary, 2018) (Quadro 2), a aplicação do Realise2 em diretores escolares a fim de avaliar forças e fraquezas (Cooper & Woods, 2017) (Quadro 3), e a avaliação baseada em forças dentro de modelos Response to Intervention (RTI) em níveis universal, dentro da sala de aula específica e individual (Climie & Henley, 2016) (Quadro 3).…”