Enhancing team effectiveness for a collaborative school-based intervention for ADHD

提高多动症校本协作干预的团队效率

基本信息

批准号：
10406507
负责人：
LAUREN BROOKMAN-FRAZEE
金额：
$ 74.99万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN DIEGO
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-05 至 2027-05-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10406507
关键词：
Adherence Adult Affective Attention deficit hyperactivity disorder Attenuated Awareness Behavior Behavior Therapy Behavioral Child Child Support Clinical Trials Cluster randomized trial Cognitive Communication Conflict (Psychology)Data Data Sources Development Effectiveness Ensure Event Evidence based intervention Feedback Focus Groups Goals Health Personnel Home Hybrids Impairment Impulsivity Intervention Life Measurement Mediating Medical Mental Health Methods Modeling Monitor Motivation Natural Language Processing Neurodevelopmental Disorder Outcome Parents Patient Care Perception Performance Policies Procedures Process Protocols documentation Psyche structure Randomized Reporting Research Resources Role School Health Services School Teachers Schools Students Symptoms Team Process Testing Time Training Trust Work base child mental health service child services cohesion data communication effectiveness evaluation effectiveness research effectiveness trial evidence base expectation implementation outcomes implementation protocol implementation strategy improved meetings member operation peer programs school district skills skills training social success teacher therapy development tool urban school web site

项目摘要

Project Summary – (R01 – ADHD Intervention in Schools) The proposed project aims to integrate team-based implementation strategies to enhance implementation of the Collaborative Life Skills Program (CLS), an established school-based intervention for children with ADHD in grades 2-5. We will tailor three empirically-supported team development interventions, Team Charters, Team Communication Training (Student Handoff Protocols), and Team Performance Monitoring, and integrate them with the CLS protocol to create a team-enhanced CLS implementation protocol (CLS-T). Team Charters are a written document developed collaboratively by the team at the outset of their work together outlining expectations, goals, roles and responsibilities, and relevant policies and procedures for team collaborative operations. Research shows that Team Charters strengthen affective emergent states, such as trust and cohesion among team members, as well as cognitive emergent states, such as shared mental models. They also strengthen team processes, such as goal specification, communication, and coordination to optimize team effectiveness. Handoff protocols are widely used interventions for ensuring continuity in patient care and minimizing errors in medical settings. They have also been found to improve affective (e.g., trust, cohesion) and cognitive (e.g., shared mental models, situation awareness) emergent states among team members, enhancing team communication and coordination. Finally, Team Performance Monitoring provides feedback to teams that can motivate performance, provide opportunities for adaptation in the event of challenges, and prompt communication among team members. We will conduct a Hybrid Type III cluster randomized trial in 24 schools in two large urban school districts, to evaluate whether CLS-T implementation results in improved implementation outcomes and child outcomes in comparison to standard CLS implementation. The specific aims are to 1) Evaluate the effectiveness of CLS-T implementation, relative to standard CLS, on implementation outcomes; 2) Evaluate the effectiveness of CLS-T implementation, relative to standard CLS implementation, on child outcomes; and 3) Use mixed-methods to examine if key team-based mechanisms are engaged by CLS-T implementation, relative to standard CLS implementation, and mediate its effects on implementation outcomes and child outcomes.

项目摘要 - （R01 - ADHD干预学校）拟议的项目旨在整合基于团队的实施策略，以增强实施协作生活技能计划（CLS）是一项针对多动症儿童的既定学校干预措施 2 - 5年级。我们将量身定制三个经验支持的团队发展干预措施，团队宪章，团队沟通培训（学生交接协议）和团队绩效监控，并将其整合使用CLS协议来创建团队增强的CLS实现协议（CLS-T）。团队宪章是团队一开始，书面文档共同开发了概述团队合作的期望，目标，角色和职责以及相关政策和程序运营。研究表明，团队宪章更强大的情感新兴国家，例如信任和团队成员以及认知紧急状态（例如共享心理模型）之间的凝聚力。他们还强大的团队流程，例如目标规范，沟通和协调以优化团队效力。交接方案是广泛使用的干预措施，以确保患者护理的连续性和最小化医疗环境中的错误。还发现它们可以改善情感（例如，信任，凝聚力）和认知（例如，共同的心理模型，情境意识）在团队成员中的新兴状态，增强团队沟通和协调。最后，团队绩效监控为团队提供反馈可以激励性能，在挑战时提供适应的机会，并提示团队成员之间的沟通。我们将在24所学校进行混合III型群集随机试验在两个大型城市学区，评估CLS-T实施是否会改善实施与标准CLS实施相比，结果和儿童成果。具体目标是1）评估CLS-T实施相对于标准CLS对实施结果的有效性； 2）评估CLS-T实施相对于标准CLS实施对儿童的有效性结果； 3）使用混合方法检查CLS-T是否参与了基于团队的关键机制实施，相对于标准CLS实施，并调解其对实施结果的影响和孩子的结果。