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

• 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
• 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

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-学校中的ADHD干预) 拟议项目旨在整合以团队为基础的执行战略，以加强执行 协作性生活技能计划(CLS)，一项针对#年ADHD儿童的校本干预计划 2-5年级。我们将定制三种经验支持的团队发展干预措施，团队章程，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协议创建团队增强的CLS实现协议(CLS-T)。团队章程是一种 由团队在共同工作开始时协作开发的书面文档，概述 团队协作的期望、目标、角色和责任以及相关政策和程序 行动。研究表明，团队宪章加强了情感的涌现状态，如信任和 团队成员之间的凝聚力，以及认知紧急状态，如共享的心理模型。他们 还要加强团队流程，如目标说明、沟通和协调，以优化团队 有效性。移交协议是广泛使用的干预措施，用于确保患者护理和 将医疗设置中的错误降至最低。他们还被发现可以改善情感(例如，信任、凝聚力)和 团队成员之间的认知(例如，共享的心理模型、情景意识)紧急状态，增强 团队沟通和协调。最后，团队绩效监控为以下团队提供反馈 能够激励绩效，在遇到挑战时提供适应机会，并提示 团队成员之间的沟通。我们将在24所学校进行混合类型III整群随机试验 在两个大型城市学区，评估CLS-T的实施是否会改善实施情况 与标准CLS实施相比较的结果和儿童结果。具体目标为1) 评价CLS-T实施相对于标准CLS对实施成果的有效性；2) 评估CLS-T实施相对于标准CLS实施对儿童的有效性 结果；以及3)使用混合方法检查CLS-T是否采用了关键的基于团队的机制 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。