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.
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