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Intervening to Improve Communication Between Parents, Teachers, and Primary Care Providers of Children With ADHD or at High Risk for ADHD

University of Oklahoma Health Sciences Center, mark-wolraich{at}ouhsc.edu

Leonard Bickman

Vanderbilt University

E. Warren Lambert

Vanderbilt University

Tonya Simmons

Vanderbilt University

Melissa A. Doffing

University of Oklahoma Health Sciences Center

This study examines interventions designed to improve communication between individuals who take care of children with ADHD. A teacher rating of 6,171 elementary school children identifies 1,573 children with ADHD or with high risk for ADHD. Parent interviews and information from teachers are collected on 243 children who are randomized into treatment and control conditions and followed for 39 months. The interventions consisted of group workshops and single one-on-one tutorials with parents, teachers, and providers about the evaluation and treatment of ADHD that stressed the need for communication between the three parties. There are few significant effects on communication that are short lived. Results suggest that the interventions are insufficient to cause significant increase in communication. Future attempts to improve parent-teacher-provider coordination should be continuing rather than single-session interventions.

Key Words: ADHD • communication • primary care physicians • parents • teachers

Journal of Attention Disorders, Vol. 9, No. 1, 354-368 (2005)
DOI: 10.1177/1087054705278834


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