A phenomenological case study of communication between clinicians about attention-deficit/hyperactivity disorder assessment

Introduction. Communication between clinicians related to attention-deficit/hyperactivity disorder (ADHD) assessment is challenging because it involves a number of individuals. While the communication process might be more efficient if these individuals worked together, research on ADHD-specific collaborative care models is scarce. The purpose of this qualitative study was to investigate the parties with whom prescribers communicate and how they collaborate. Methods. Providers were interviewed, and the data were analyzed using a phenomenological case study approach. Results. The results suggested that there were communication breakdowns between providers and teachers that hindered the assessment process. Discussion. Communication related to ADHD assessment may be more complex than theoretical models may conceptualize.