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.

项目摘要 – (R01 – 学校多动症干预) 拟议项目旨在整合基于团队的实施战略，以加强协作生活技能计划 (CLS)，这是一项针对多动症儿童的既定学校干预措施我们将为 2-5 年级量身定制三种基于经验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 协议创建团队增强型 CLS 实施协议 (CLS-T)。团队在合作开始时共同制定的书面文件，概述了协作团队的期望、目标、角色和责任以及相关政策和程序研究表明，团队章程可以增强情感紧急状态，例如信任和信任。团队成员之间的凝聚力，以及认知紧急状态，例如共享的心理模型。还加强团队流程，例如目标明确、沟通和协调，以优化团队有效性。交接协议是广泛使用的干预措施，可确保患者护理和治疗的连续性。还发现它们可以改善情感（例如信任、凝聚力）和团队成员之间的认知（例如，共享心理模型、情境意识）紧急状态，增强最后，团队绩效监控向团队提供反馈：可以激励绩效，在遇到挑战时提供适应机会，并提示我们将在 24 所学校进行混合 III 型整群随机试验。在两个大城市学区，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) 评估 CLS-T 实施相对于标准 CLS 的实施效果的有效性 2) 相对于标准 CLS 实施，评估 CLS-T 实施对儿童的有效性结果；3) 使用混合方法来检查 CLS-T 是否参与了基于团队的关键机制相对于标准 CLS 实施的实施，并调节其对实施结果的影响和儿童的成果。