Providing Care for Children and Adolescents with Complex Medical, Psychological, and Developmental Problems: A Collaborative Model

Mary Rineer, Ph.D.; Kathleen Shepherd Koljack, MD;

Michael J. Sannito, Ph.D.; and Danny W. Stout, Ph.D.

Session A2bOctober 11, 2013

www.capesinc.org

Faculty Disclosure

We have not had any relevant financial relationships during the past 12 months.

Learning Assessment

A learning assessment is required for CE credit.

Attention Presenters and Attendees:

Please incorporate audience interaction through a brief Question & Answer period during or at the conclusion of your presentation.

This component MUST be done in lieu of a written pre- or post-test based on your learning objectives to satisfy accreditation requirements.

Presentation Objectives

Describe a model of collaborative multidisciplinary care appropriate for complex cases.

Describe the development and implementation of the collaborative multidisciplinary model.

Identify and discuss research models which can be utilized with collaborative care and approaches to measure and document benefits to patients.

Describe both advantages and challenges of this model of care and discuss solutions utilized for common challenges when implementing the collaborative model.

The Agenda for Today’s Presentation

I. The Problem

II. The Collaborative Process

III. The Data

IV. The Future

I. The Problem

• Children and adolescents who present to Health Care Providers with moderate to severe problems in two or more areas of development pose a significant problem for the Health Care Provider!

• The problem which this creates for the Health Care Provider is created by a service delivery design which does not encourage or establish a format for collaboration among providers.

I. The Problem

• Half of “well-care” appointments in primary pediatrics involve behavioral concerns. (Cassidy & Jellinek, 1998)

• Pediatricians may feel unprepared to accurately diagnose behavioral problems and treat complex problems that may necessitate both pharmacologic and behavioral interventions. ( Williams, Klinepeter, Palms, Pulley, & Foy, 2004)

I. The Problem

• Health care providers more readily identify and treat attention-deficit/hyperactivity disorder than anxiety, depression and conduct disorder. ( Williams, Klinepeter, Palms, Pulley, & Foy, 2004)

Essentials of the Problem

The Problem: An Ineffective Delivery System

In the past parent driven or based on referral of an HCP (Health Care Provider)…• Fragmented• Variable outcomes• Limited by perspective of the service provider• Lack of awareness of available community resources• Limited financial resources• Limited communication between HCP in multiple fields• Limited interaction between psychiatric services, regarding

outcomes of medication in a variety of settings

Benefits of CAPES Program• Integrated• Coordinated• Consistent, evidenced-based outcomes• Dynamic perspective of multiple service providers• Awareness of available community resources• Maximizing utilization of limited financial resources• Consistent communication between HCP in multiple fields• Consistent interaction between multiple providers and outcomes

observed in a variety of situations• Integrated assessment of family dynamics related to the

child/adolescent

The Collaborative Process

• Recruiting Team Members to be part of the process:• Start with individuals with whom you already have a practice

relationship.• Emphasize the efficiency of the process that designs a treatment

plan and a way to implement it and follow progress.

III. The Data • 10% to 20% of youths meet diagnostic criteria for a

mental health disorder, and many more are at risk for escalating problems with long-term individual, family, community, and societal implications (Kataoka, Zhang, & Wells, 2002)

• Estimates are that 25% of the 150 million child visits per year for primary health care (non-mental health and other specialties) have a psychological problem associated with the presenting problem (Woodwell, 2000)

III. The Data from CAPES

• It was hypothesized that the effectiveness of the CAPES program would be manifested in significant lower post-test scores on the Child Behavior Checklist.

• Initial nonparametric analysis using the Wilcoxon Sign-Rank test found significant differences in the domains of ADHD, OD and Conduct (p < 0.05), and marginal significance for Affective (p = 0.06).

• This initial analysis did not account for the reason of referral and utilized non-parametric tests of significance.

• Follow up tests accounting for referral reason and utilizing the Student’s t-test were planned.

III. The Data from CAPES

• Follow up tests accounting for referral reason and utilizing the Student’s t-test found significantly lower post-test scores in all domains with the exception of Somatic, meeting all statistical assumptions.• Affective, t(17) = 3.80, p = .001• Anxiety, t(17) = 3.02, p < .001• ADHD, t(15) = 5.14, p < .001• Oppositional Defiant, t(22) = 2.50, p < .001• Conduct, t(17) = 4.01, p < .001 • Somatic (t(8) = 1.94, p = .088

B o x & Wh i ske r P l o t

P re _ A DHD vs. P o st_ A DHD

In cl u d e co n d i t i o n : v2 4 = "X " a n d v2 5 < > 9 9 9 a n d v2 6 < > 9 9 9 a n d v2 7 > -1 0 0 a n d v2 7 < 1 0 0

M e a n M e a n ±S E M e a n ±1 .9 6 *S E P re _ A DHD P o st_ A DHD

5

6

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9

1 0

1 1

1 2

1 3

B o x & W h i ske r P l o t

P re _ Co n d u ct vs. P o st_ Co n d u ct

In cl u d e co n d i t i o n : v3 2 = "X " a n d v3 3 < > 9 9 9 a n d v3 4 < > 9 9 9 a n d v3 5 > -1 0 0 a n d v3 5 < 1 0 0

M e a n M e a n ±S E M e a n ±1 .9 6 *S E

P re _ Co n d u ctP o st_ Co n d u ct

2

3

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8

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1 0

1 1

IV. The Future

•Dynamic Long Term Results• Service delivery model that maximizes the utilization of available

technology and expertise• Develop a hierarchy of family needs in order to optimize treatment

strategies which evolve as the child develops• Provide informational exchange between participants• Facilitate communication among parents and providers• Develop understanding of the service delivery system• Integrate decision making to enable a comprehensive and

collaborative series of recommendations• Develop standardized tools to communicate and document change

including: intake, case history, release of information and progress updates and discharge reports

IV. Charting the Future

• CAPES Procedure Steps• Intake Form• Assessment Instruments• Secure Website• CAPES Team Notes and Care Recommendations• Care Plan Sample

ReferencesWilliams, J., Klinepeter, K., Palmes, G., Pulley, A., & Foy, J.M.

(2004). Diagnosis and treatment of behavioral health disorders in

pediatric practice. Pediatrics, 114, 601-606.

doi: 10.1542/peds.2004-0090

 

Kataoka, S. H., Zhang, L., & Wells, K.B. (2002). Unmet need for mental

health care among U.S children: Variation by ethnicity and

insurance status. American Journal of Psychiatry, 159, 1548-1555.

 

Woodwell, D.A., (2000). National Ambulatory Medical Care Survey: 1998 summary. Advance

Data From Vital and Health Statistics No. 315. Hyattsville, MD: National Center for Health Statistics.

Cassidy, L.J., & Jellinek, M.S. (1998). Approaches to recognition and

management of childhood psychiatric disorders in pediatric

primary care. Pediatric Clinics of North America, 45, 1037-1052.

 

NAMI. Facts on Children’s Mental Health in America. (2005).

www.nimh.nih.gov.