Collaborative Care Approach for Children with ADHD

申请人要求通过指导以患者为导向的研究职业发展奖（K23）计划提供五年的资金，以提高对注意力缺陷/多动障碍（ADHD）儿童干预研究的方法技能。最终的目标是有专业知识来研究协作行为护理的效果作为干预研究人员。申请人在儿科，流行病学和卫生服务研究方面的强大研究和临床培训背景为这项工作提供了良好的基础。拟议的培训目标，包括先进的生物统计方法的技能，健康测量的技能，以及医疗保健干预的技能，将允许申请人追求方法上合理的，技术上可行的，创新的方法，涉及这一人群的干预研究。该奖项的研究计划分为3项研究，补充拟议的培训活动。在第一项研究中，将对儿童行为研究的数据进行分析，以确定初级保健和心理健康提供者之间合作行为护理的决定因素。在第二项研究中，合作行为护理的措施将适应现有的工具，其心理测量特性将使用邮件调查方法进行检查。在第三项研究中，将在以非洲裔美国人为主的城市临床环境中开发和试点针对ADHD儿童的多方面协作护理干预。

DESCRIPTION (provided by applicant): The applicant is requesting five years of funding through the Mentored Patient-Oriented Research Career Development Award (K23) program to enhance methodological skills for intervention research on children with attention-deficit/hyperactivity disorder (ADHD). The ultimate goal is to have the expertise to study the effects of collaborative behavioral care as an intervention researcher. The applicant's strong background of research and clinical training in pediatrics, epidemiology, and health services research provides an excellent foundation for this work. The proposed training goals, including skills in advanced biostatistical methods, skills in health measurement, and skills in health care interventions will allow the applicant to pursue methodologically sound, technically feasible, and innovative approaches to intervention research involving this population. The research plan for this award is separated into 3 studies, which complement the proposed training activities. In the first study, an analysis of data from the Child Behavior Study will be undertaken to identify determinants of collaborative behavioral care among primary care and mental health providers. In the second study, a measure of collaborative behavioral care will be adapted from an existing instrument, and its psychometric properties will be examined using a mail-in survey approach. In the third study, a multifaceted collaborative care intervention for children with ADHD will be developed and piloted in an urban predominately African-American clinical setting.