Name
Redefining Access to Pediatric ADHD Care: An Interdisciplinary Model for Integrated Assessment, Diagnosis, and Treatment
Description

Attention-Deficit/Hyperactivity Disorder (ADHD) affects approximately 11% of children across developmental stages, yet too many families still navigate delayed diagnosis, fragmented systems, and disconnected care (Reuben & Elgaddal, 2024). This presentation describes an interdisciplinary care model embedded in pediatric primary care practices in Southern California that integrates primary care, psychiatry, behavioral therapy, family-based treatment, and care coordination. Key components include structured parent behavior management groups, developmentally tailored executive functioning interventions, integrated psychiatric consultation for diagnostic clarification, medication management, and comprehensive care coordination. The model provides practical tools, workflows, and implementation strategies that participants can adapt to their own settings. By breaking down traditional silos, this approach offers a replicable framework for improving access, coordination of care, and long-term outcomes for children and adolescents with ADHD.

Speakers
Hannah Kenny, LCSW
Melanie Goldman, LCSW
Anne Bird, MD
Amy Catale, LCSW
Co-Authors
Hannah Kenny, Melanie Goldman, Anne Bird, Amy Catale, Leticia Magdaleno, Lydia Valenzuela
Content Level
All Audience
Tags
ADHD, Pediatrics, Primary Care Behavioral Health Model
Session Type
Concurrent
Objective 1
Identify the key components of an interdisciplinary ADHD care model embedded in pediatric primary care.
Objective 2
Describe developmentally responsive strategies for integrating parent training, executive functioning supports, and psychiatric collaboration across childhood and adolescence.
Objective 3
Apply practical tools and workflows to implement integrated ADHD care within participants’ own settings.
Content Reference 1

Chacko, A., Merrill, B. M., Kofler, M. J., et al. (2024). Improving the efficacy and effectiveness of evidence-based psychosocial interventions for attention-deficit/hyperactivity disorder (ADHD) in children and adolescents. Translational Psychiatry, 14, 244. https://doi.org/10.1038/s41398-024-02890-3

Content Reference 2

Chung, S., Lai, J., Hawkey, E. J., Dvorsky, M. R., Owens, E., Huston, E., & Pfiffner, L. J. (2024). Feasibility study of a telehealth school-based behavioral parent training group program for attention-deficit/hyperactivity disorder. Journal of Pediatric Psychology, 49(10), 700–709. https://doi.org/10.1093/jpepsy/jsae060

Content Reference 3

Hafiz Ahmet, B., Bıkmazer, A., & Gormez, V. (2026). CBT, parent training, and combined approaches for children with ADHD: A randomized study. Psychology and Psychotherapy: Theory, Research and Practice, 99(1), 149–165. https://doi.org/10.1111/papt.70011

Content Reference 4

Mautone, J. A., Holdaway, A., Chan, W., Michel, J. J., Guevara, J. P., Davis, A., … & Tremont, K. L. (2024). Reducing disparities in behavioral health treatment in pediatric primary care: A randomized controlled trial comparing Partnering to Achieve School Success (PASS) to usual ADHD care for children ages 5 to 11. BMC Primary Care, 25(1), 225. https://doi.org/10.1186/s12875-024-02473-7

Content Reference 5

Reuben, C., & Elgaddal, N. (2024). Attention-deficit/hyperactivity disorder in children ages 5–17 years: United States, 2020–2022 (NCHS Data Brief No. 499). National Center for Health Statistics, Centers for Disease Control and Prevention. https://www.cdc.gov/nchs/products/databriefs/db499.htm