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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：
10677043
负责人：
LAUREN BROOKMAN-FRAZEE
金额：
$ 69.41万
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/10677043
关键词：
Acceleration Adherence Adult Affective Agreement 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 Specific qualifier value Students Symptoms Team Process Testing Training Trust Work Writing 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.

项目总结- （R01 -学校ADHD干预）