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

项目摘要-（R 01-学校ADHD干预） 拟议项目旨在整合以团队为基础的执行战略， 协作生活技能计划（CLS）是一项针对ADHD儿童的既定校本干预措施， 2-5年级。我们将量身定制三个专业支持的团队发展干预措施，团队章程，团队 沟通培训（学生汉密顿协议）和团队绩效监控，并将其整合 与CLS协议一起创建团队增强型CLS实现协议（CLS-T）。团队章程是一个 团队在工作开始时共同开发的书面文件，概述 团队协作的期望、目标、角色和职责，以及相关政策和程序 运营研究表明，团队章程加强了情感的紧急状态，如信任， 团队成员之间的凝聚力，以及认知的紧急状态，如共享的心理模型。他们 加强团队流程，如目标规范、沟通和协调，以优化团队 有效性汉密顿协议是广泛使用的干预措施，用于确保患者护理的连续性， 最大限度地减少医疗环境中的错误。还发现它们可以改善情感（例如，信任、凝聚力）和 认知的（例如，共享的心理模型、情境意识）团队成员之间的紧急状态，增强 团队沟通和协调。最后，团队绩效监控为团队提供反馈， 可以激励绩效，在遇到挑战时提供适应的机会， 团队成员之间的沟通。我们会在24所学校进行第三类混合式随机分组试验 在两个大的城市学区，评估CLS-T的实施是否会改善实施情况 与标准CLS实施相比的结果和儿童结果。具体目标是：（1） 相对于标准CLS，评估CLS-T实施的有效性; 2） 评估CLS-T实施相对于标准CLS实施对儿童的有效性 结果;以及3）使用混合方法来检查CLS-T是否参与了关键的团队机制 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。

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.