Candidate: Pamela M. Radford

Degree of: Doctor of Philosophy

Department: Psychology

Title: Documenting Lines of Communication Between School Personnel and Physicians for Medication Evaluation Purposes for Students with ADHD

Committee:
Dr. Ruth Ervin, Chair
Dr. John Austin
Dr. Alan Poling
Dr. Mark Sloane

Date: Thursday, March 21, 2002 7:30 a.m. - 9:30 a.m.
3715 Wood Hall

Abstract:
The purpose of this study was to document current and desired lines of communication between school personnel and physicians for the purpose of making medication decisions for students with ADHD. School-physician communication practices were assessed utilizing a national survey of primary care physicians who are members of the American Medical Association (AMA) and school psychologists who are members of the National Association of School Psychologists (NASP). Specific information exchange practices that were assessed included: (a) what student characteristics is information collected on (e.g., academic performance, disruptive behavior, social interactions), (b) how is school-based information collected (e.g., direct observations, rating scales), (c) the format in which information is summarized and presented (e.g., graphs, numerical summaries), (d) the mode of communication (e.g., phone call, email, fax), (e) the person who communicates information (e.g., school psychologist, teacher), and (f) the frequency of communication (e.g., 2-3 times per month). Current information exchange practices were documented
for three major decision-making periods during medication evaluations: (a) before medication is initiated, (b) when mediation is evaluated, and (c) when on-going treatment is monitored. Findings of this study identified communication between schools and physicians to lack frequent and direct contact. In addition, barriers to and suggestions for school-physician communication were documented through the survey to assist in the facilitation of more frequent and open lines of communication. Results of this study extend previous research by pinpointing specific information exchange practices (i.e., mode of communication, who communicates school-based information, and the frequency of communication) that may be impeding upon direct school-physician contact. This information is needed if we hope to bridge the gap between research and school-based practices in medication assessment.

Related Topics

Main List of Archives:
Dissertation Defenses

Current Dissertation Defenses