Improving Pediatric ADHD Care for Young Children Through Clinical Education and Clinical and Systems Consultations
The Administrators of the Tulane Educational Fund
Goal: This project will increase adherence to the recommendations for assessment and treatment of young children (4-11) in the 2011 American Academy of Pediatrics (AAP) Clinical Guidelines for ADHD.
Rationale: The guidelines defined developmentally specific assessment and treatment approaches for young children, reflecting their unique developmental contexts, clinical presentations, and intervention evidence bases. In Louisiana, high rates of ADHD medication prescriptions to young children indicate a need for enhanced education and consultation on appropriate assessments, accurate diagnosis, and developmentally-specific treatments. Access to behavioral health supports is also limited in our region.
Target Participants: Pediatric faculty and residents in seven practices in the greater New Orleans area will be invited to participate. These practices include five residency continuity clinics for Tulane pediatrics as well as two federally qualified health center sites already engaged in a partnership with Tulane. These pediatricians serve a diverse group of patients representative of New Orleans.
Core Project Components: The proposed project will develop electronic and print based educational resources including point of care webinars and handouts. In addition, the team will offer clinical and systems consultation to promote quality ADHD assessment and address barriers identified in the ADHD CQHN pilot project, especially time burdens, and knowledge of and access to behavioral therapy. Consultation will include monthly ADHD Rounds via videoconference and priority access to behavioral therapy for children identified by participating practices. Monthly review of specific indicators and adjustment of interventions based on these data using a Plan-Do-Study-Act cycle will guide the specifics of the interventions.
|Full Proposal||Interim Reports||Final Report|
Improving Pediatric ADHD Care