VARIABLES AFFECTING COMPLIANCE WITH IMPLEMENTING MULTIDISCIPLINARY TEAM RECOMMENDATIONS FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES AND THEIR FAMILIES FOLLOWING A COMPREHENSIVE OUTPATIENT EVALUATION.
Contributors: University of Louisville.
Published: 1990
Number of pages: 144
Subjects: Education, Guidance and Counseling.; Health Sciences, Nursing.; Education, Special.
Description: This study had two purposes: first to gain an understanding of the factors that influence family compliance with treatment recommendations for children with developmental disabilities following a comprehensive, multidisciplinary evaluation. Second, to gain an understanding of the factors that influence health care professionals' compliance. The study was based on chart reviews of 206 children who underwent an evaluation at a university affiliated medical center.

Two scales were developed to measure family and health care system/professional compliance. The relationship between family and health care system/professional compliance was examined following the evaluation. Types of recommendations included medical, physical therapy, occupational therapy, speech and language therapy, educational, mental health, and psychosocial recommendations. Demographic data were also collected about the subjects and their families.

Data analysis consisted of Pearson Product Moment Correlation Coefficients, multiple correlation/regression, and canonical correlations. Results suggested that both family and health care system/professional compliance were related to attendance by specific multidisciplinary team members at the final parent conference, types of recommendations, and the total number of agencies and professionals to whom the disabled children and their families were referred following the evaluation. Family compliance was also related to the disabled child's level of intelligence, and appointment-keeping during the evaluation. The canonical correlation analysis suggested that compliance consists of three distinct functions: first, actions taken by families and professionals to implement recommendations regarding the disabled child's education, and language; second, mental health recommendations; and third, assisting families to attain social support services.

Findings support the need for case management services following the evaluation and contact between the tertiary care center, families, and community agencies. Future research on the compliance scales is also recommended.
Notes: Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0805.

Thesis (ED.D.)--UNIVERSITY OF LOUISVILLE, 1990.

School code: 0110.
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