A phenomenological case study of communication between clinicians about attention-deficit/hyperactivity disorder assessment.

ABSTRACT

INTRODUCTION: 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. DISCUSSION: Communication related to ADHD assessment may be more complex than theoretical models may conceptualize.