TEACHER OPINION LEADERS & SERVICES FOR ADHD CHILDREN

描述（申请人的摘要）：本申请提出将社交网络应用于社交网络。 扩散理论（罗杰斯，1983年），以加强实施校本 为低收入城市学校的ADHD学生提供心理健康服务。 社会扩散理论已成功地用于增加医生的使用 一种新的药物（Colemen等人，1966年），并增加安全性行为 男同性恋者中的实践（Kelly，等人，1991年，1992年）。社会扩散理论 建议通过社交网络传播信息， 说服关键意见领袖。罗杰斯（Rogers，1983） 和Kelly et al.（1991），我们建议在11个城市中识别关键的意见领袖。 学校通过与目标教师的社会测量访谈。意见领袖 （n=28）将通过UIC招募入读大学课程 教育学院，由研究团队开发和教授有效的 针对ADHD学生的教育和心理健康策略。 以社区为基础的精神卫生服务提供者也将参加 课程发展与意见领袖的合作关系， 他们将咨询的学校（McKay等人，出版中）。ADHD学生 （n=400，ADHD-I和ADHD-C的等效数量）将使用 在26年的1年级至4年级进行半结构化诊断访谈 市中心的学校，随机分配意见领袖或没有意见领袖 从64所学校的游泳池的条件。使用Hoagwood et al.的 （1996）儿童心理健康方案综合评估模型， 特别关注教师态度和做法的影响 关于ADHD儿童的教育和心理健康服务， 将获得环境成果的衡量标准（教师实践， 家长的意识和参与），系统层面的成果（支持服务 由学校），儿童功能（学术和社会），症状（多动症， 破坏性行为）和满意度（父母，教师，心理健康 供应商）。如果假设的影响得到支持，该模型将提供一个 学校内部主要意见领袖之间的新合作形式， 外部心理健康提供者，以有效地支持采用创新的 为城市低收入学校的ADHD学生提供的项目。这 响应创新战略的需要， 为ADHD学生提供基于学校的服务，并有可能为政策提供信息 为市中心儿童提供有效的心理健康服务 和家人

DESCRIPTION (Applicant's abstract): This application proposes to apply social diffusion theory (Rogers, 1983) to enhance the implementation of school-based mental health services for students with ADHD in low-income urban schools. Social diffusion theory has been used successfully to increase physicians' use of a novel medication (Colemen et al., 1966), and to increase safe sexual practices among gay men (Kelly, et al., 1991, 1992). Social diffusion theory proposes that information is disseminated throughout a social network by the persuasion of key opinion leaders. Following procedures used by Rogers (1983) and Kelly et al. (1991), we propose to identify key opinion leaders in 11 urban schools through sociometric interviews with target teachers. Opinion leaders (n=28) will be recruited to enroll in a university course through the UIC College of Education, developed and taught by the research team on effective educational and mental health strategies for students with ADHD. Community-based mental health service providers will also be enrolled in the course to develop collaborative relationships with opinion leaders in the schools in which they will be consulting (McKay et al, in press). ADHD students (n=400, equivalent numbers of ADHD-I and ADHD-C) will be identified using semi-structured diagnostic interviews in grades 1st through 4th in 26 inner-city schools, randomly assigned to opinion leader or no opinion leader conditions from a pool of 64 schools. Using an adaptation of Hoagwood et al.'s (1996) model for the comprehensive assessment of child mental health programs, focused specifically on the influence of teacher attitudes and practices regarding educational and mental health services for children with ADHD, measures will be obtained of environmental outcomes (teacher practices, parental awareness and involvement), system level outcomes (supportive services by schools), child functioning (academic and social), symptoms (ADHD, disruptive behavior), and satisfaction (parent, teacher, mental health provider). If hypothesized effects are supported, this model would provide a new form of collaboration between key opinion leaders within a school and outside mental health providers to effectively support adoption of innovative programs for students with ADHD attending urban low-income schools. This responds to the need for innovative strategies to enhance the use of school-based services for ADHD students, and has the potential to inform policy for the development of effective mental health services for inner-city children and families.