Acceptability of a Web-based Attention-deficit/Hyperactivity Disorder Scale (T-SKAMP) by Teachers: A Pilot Study

Vinod S. Bhatara; H. Bruce Vogt; Sarah Patrick; Lakshmi Doniparthi; Roland Ellis

doi:10.3122/jabfm.19.2.195

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Table 1.

Frequency Distribution of Responses to Teacher Preference Interview

Interview Item	1. Disagree a Lot	2. Disagree	3. Disagree a Little	4. Agree a Little	5. Agree	6. Agree a Lot
1. It was easier for me to complete the Web-based SKAMP than a similar paper-based scale	1		1	2	5	10
2. The completion time was shorter for the Web-based SKAMP than paper-based scales I have completed in the past	1		1		6	11
3. It saved me time in the short run to use Web-based SKAMP compared with the paper-based scales			1	1	6	11
4. It saved me time in the long run to use Web-based SKAMP compared with the paper-based scales			1		6	12
5. It was easier to fit Web-based process into my schedule because of its flexibility			1	2	4	12
6. It was easier to fit Web-based process into my schedule because of its simplicity			1		5	13
7 The quality of physician-teacher information exchange can be improved by use of Web-based SKAMP			1	2	6	10
8. The frequency of physician-teacher information exchange can be improved by use of Web-based SKAMP		1	1	3	2	12
9. The physician-teacher communication needs to be improved for better adjustment of ADHD medication		1	1	3	2	12
10. My involvement in the process of medication adjustment was made more efficient by the use of the Internet		1	1	3	5	9

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Table 2.

Suggestions for Developing a Partnership with Schools

Principles	Physician-Directed Application
1. The solution to improving physician-teacher communication is community-specific and practice-specific.	To determine the feasibility of implementing different collaboration procedures in your community, consider holding discussions with local school administrators, teachers, physicians, parents, and other stakeholders. Additionally, interested physicians might request conduct of focus groups that involve key stakeholders.
2. Improved physician-teacher communication is best worked out by joint and voluntary efforts of all stakeholders.	Efforts should be made to create a community consensus. It is important that the collaboration between teachers and physicians is voluntary for both.
3. Clarification of roles can facilitate development of physician-teacher collaboration	Joint physician-teacher training workshops can help set expectations that physicians and teachers will collaborate in setting up treatment goals and monitoring of classroom behavior.
4. Several options may be considered before the procedure for setting-up physician-teacher linkage is selected	The procedures for connecting physicians and teachers include the following:
	1. Direct linkage via mail, fax, phone, or e-mail (may involve physician office staff)
	2. Linkage via a parent or a primary caretaker
	3. Direct linkage via Web (involving physician office staff only)
	4. Linkage via Internet involving a care manager and a child psychiatrist (who convert raw data into a meaningful feedback report for the treating physician)
	5. Linkage via school nurse or school psychologist
	6. Physician participation in parent-teacher school conferences
	7. Other formalized arrangements between groups of physicians and school systems (eg, via a child evaluation team consisting of volunteer professionals)
5. The linkage procedure should be structured but allow flexibility	To accommodate physicians and teachers who are not comfortable with a highly centralized procedure, alternative methods of linkage may be necessary. Above all, find the method that works for your community and allow time for communication maturation.

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Table 3.

Paper Version of T-SKAMP Child’s Name: Teacher: Date:// Time: Session: READ EACH ITEM BELOW CAREFULLY, AND CIRCLE THE NUMBER THAT BEST DESCRIBES THIS CHILD DURING THE CLASS PERIOD.

Degree of Impairment	Normal	Slight	Mild	Moderate	Severe	Very Severe	Maximal
Classroom Behavior:
1. Getting started on assignments for classroom periods	0	1	2	3	4	5	6
2. Sticking with tasks or activities for the allotted time	0	1	2	3	4	5	6
3. Attending to an activity or discussion of the class	0	1	2	3	4	5	6
4. Stopping and making transition to next period	0	1	2	3	4	5	6
5. Interacting with other children (eg, other students)	0	1	2	3	4	5	6
6. Interacting with adults (eg, teacher or aide)	0	1	2	3	4	5	6
7. Remaining quiet according to classroom rules	0	1	2	3	4	5	6
8. Staying seated according to classroom rules	0	1	2	3	4	5	6
Written Work:
9. Completing assigned work	0	1	2	3	4	5	6
10. Performing work accurately	0	1	2	3	4	5	6
11. Being careful and neat while writing or drawing	0	1	2	3	4	5	6
General:
12. Complying with teacher’s usual requests or directions teachers	0	1	2	3	4	5	6
13. Following the rules established for the school	0	1	2	3	4	5	6
14. Individual item A	0	1	2	3	4	5	6
15. Individual item B	0	1	2	3	4	5	6