Pub Date : 2019-10-01DOI: 10.1097/DBP.0000000000000704
M. Greene, M. Schoeny, B. Rossman, Kousiki Patra, P. Meier, Aloka L. Patel
OBJECTIVE To use a social-ecological conceptualization to analyze change of maternal distress, defined as depression, anxiety, and perinatal-specific post-traumatic stress (PPTS), across very low birth weight (VLBW) infants' first year of life and to identify infant, maternal, and neighborhood predictors of these changes over time. METHODS Mothers of VLBW infants (n = 69) completed psychological distress questionnaires 2 to 4 weeks after infant birth, 2 weeks before infant discharge from neonatal intensive care unit, and at infants' 4- and 8-month corrected age (age adjusted for prematurity). Infant and maternal sociodemographic data were collected from medical chart review. Neighborhood data were obtained through US census data. Multilevel linear growth modeling was used to (1) predict unstandardized estimates of mothers' initial levels of depression, anxiety, and PPTS at the time of infant's birth and the rate of change of these markers of distress over time and (2) model unstandardized estimates of infant, maternal, and neighborhood as predictors of distress at infants' birth and change over time. RESULTS Unstandardized estimates from multilevel linear growth modeling revealed depression (-2.8), anxiety (-1.4), and PPTS (-0.7) declined over infants' first year of life (<0.001). Mothers residing in lower-income homes and neighborhoods, respectively, reported lower anxiety (-11.2, p = 0.03) and PPTS (-31.1, p = 0.01) at infant birth. Greater infant birth weight predicted both lower anxiety (-0.02, p = 0.02) and lower PPTS (-0.02, p = 0.005). CONCLUSION Mothers psychologically recover over VLBW infants' first year of life. Results add to a building literature about socioeconomically disadvantaged mothers of preterm infants, reporting lower distress; this warrants additional research.
{"title":"Infant, Maternal, and Neighborhood Predictors of Maternal Psychological Distress at Birth and Over Very Low Birth Weight Infants' First Year of Life.","authors":"M. Greene, M. Schoeny, B. Rossman, Kousiki Patra, P. Meier, Aloka L. Patel","doi":"10.1097/DBP.0000000000000704","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000704","url":null,"abstract":"OBJECTIVE\u0000To use a social-ecological conceptualization to analyze change of maternal distress, defined as depression, anxiety, and perinatal-specific post-traumatic stress (PPTS), across very low birth weight (VLBW) infants' first year of life and to identify infant, maternal, and neighborhood predictors of these changes over time.\u0000\u0000\u0000METHODS\u0000Mothers of VLBW infants (n = 69) completed psychological distress questionnaires 2 to 4 weeks after infant birth, 2 weeks before infant discharge from neonatal intensive care unit, and at infants' 4- and 8-month corrected age (age adjusted for prematurity). Infant and maternal sociodemographic data were collected from medical chart review. Neighborhood data were obtained through US census data. Multilevel linear growth modeling was used to (1) predict unstandardized estimates of mothers' initial levels of depression, anxiety, and PPTS at the time of infant's birth and the rate of change of these markers of distress over time and (2) model unstandardized estimates of infant, maternal, and neighborhood as predictors of distress at infants' birth and change over time.\u0000\u0000\u0000RESULTS\u0000Unstandardized estimates from multilevel linear growth modeling revealed depression (-2.8), anxiety (-1.4), and PPTS (-0.7) declined over infants' first year of life (<0.001). Mothers residing in lower-income homes and neighborhoods, respectively, reported lower anxiety (-11.2, p = 0.03) and PPTS (-31.1, p = 0.01) at infant birth. Greater infant birth weight predicted both lower anxiety (-0.02, p = 0.02) and lower PPTS (-0.02, p = 0.005).\u0000\u0000\u0000CONCLUSION\u0000Mothers psychologically recover over VLBW infants' first year of life. Results add to a building literature about socioeconomically disadvantaged mothers of preterm infants, reporting lower distress; this warrants additional research.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80243014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1097/DBP.0000000000000719
N. Cerda, Kate S. Linnea
tinue to feel that Kevin’s safety is at risk because of a lack of support by other potential care providers or the worsening health status of his guardian affecting her ability to ensure his safety, the medical professional may be required to report his/her concerns to the local child protective services agency. Requirements for meeting a threshold of “neglect” vary from state to state, and it is therefore critical for medical professionals to be familiar with regulations regarding mandated reporting of abuse/neglect in the state of their practice. The Child Welfare Gateway, a service of the U.S. Department of Health and Human Services, is an excellent resource providing statutes for individual states. If it is determined that safety concerns must be reported to the local child protective services agency, discussing the concerns and the mandate to report as well as involving the guardian in placement of the report may assist in maintaining an open and trusting relationship with the guardian.
{"title":"Off to a Good Start: A Behaviorally Based Model for Teaching Children With Down Syndrome; Book 1: Foundations for Learning.","authors":"N. Cerda, Kate S. Linnea","doi":"10.1097/DBP.0000000000000719","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000719","url":null,"abstract":"tinue to feel that Kevin’s safety is at risk because of a lack of support by other potential care providers or the worsening health status of his guardian affecting her ability to ensure his safety, the medical professional may be required to report his/her concerns to the local child protective services agency. Requirements for meeting a threshold of “neglect” vary from state to state, and it is therefore critical for medical professionals to be familiar with regulations regarding mandated reporting of abuse/neglect in the state of their practice. The Child Welfare Gateway, a service of the U.S. Department of Health and Human Services, is an excellent resource providing statutes for individual states. If it is determined that safety concerns must be reported to the local child protective services agency, discussing the concerns and the mandate to report as well as involving the guardian in placement of the report may assist in maintaining an open and trusting relationship with the guardian.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83126781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1097/DBP.0000000000000708
Reshma Shah, Erika L. Gustafson, M. Atkins
OBJECTIVE Parents' perceived benefits and barriers to participation in cognitively stimulating activities may help explain why income-related discrepancies in early and frequent participation in such activities exist. We sought to develop an improved understanding of attitudes and beliefs surrounding play among families who live in predominantly low-income urban communities. METHODS Using qualitative methods, focus groups were conducted with parents of children 2 weeks to 24 months of age who attended a primary care clinic serving predominantly low-income urban communities. Discussions were recorded, transcribed verbatim, and analyzed using thematic analysis. RESULTS Thirty-five parents participated in 6 focus groups. Participants were 61% female and 94% nonwhite; 71% had children who received public health insurance. Analyses revealed 7 major themes that mapped onto the Health Belief Model's core domains of perceived need, barriers, and cues to action: (1) play as important for developing parent-child relationships, (2) toy- and media-focused play as important for developmental and educational benefit, (3) lack of time due to household and work demands, (4) lack of knowledge regarding the importance of play, (5) media-related barriers, (6) need for reminders, and (7) need for ideas for play. CONCLUSION Caregivers of young children describe many important benefits of play, yet they have misconceptions regarding use of toys and media in promoting development as well as notable barriers to participating in play, which may be opportunities for intervention. Public health programs may be more effectively implemented if they consider these attitudes to develop new or refine existing strategies for promoting parent-child learning activities.
{"title":"Parental Attitudes and Beliefs Surrounding Play Among Predominantly Low-income Urban Families: A Qualitative Study.","authors":"Reshma Shah, Erika L. Gustafson, M. Atkins","doi":"10.1097/DBP.0000000000000708","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000708","url":null,"abstract":"OBJECTIVE\u0000Parents' perceived benefits and barriers to participation in cognitively stimulating activities may help explain why income-related discrepancies in early and frequent participation in such activities exist. We sought to develop an improved understanding of attitudes and beliefs surrounding play among families who live in predominantly low-income urban communities.\u0000\u0000\u0000METHODS\u0000Using qualitative methods, focus groups were conducted with parents of children 2 weeks to 24 months of age who attended a primary care clinic serving predominantly low-income urban communities. Discussions were recorded, transcribed verbatim, and analyzed using thematic analysis.\u0000\u0000\u0000RESULTS\u0000Thirty-five parents participated in 6 focus groups. Participants were 61% female and 94% nonwhite; 71% had children who received public health insurance. Analyses revealed 7 major themes that mapped onto the Health Belief Model's core domains of perceived need, barriers, and cues to action: (1) play as important for developing parent-child relationships, (2) toy- and media-focused play as important for developmental and educational benefit, (3) lack of time due to household and work demands, (4) lack of knowledge regarding the importance of play, (5) media-related barriers, (6) need for reminders, and (7) need for ideas for play.\u0000\u0000\u0000CONCLUSION\u0000Caregivers of young children describe many important benefits of play, yet they have misconceptions regarding use of toys and media in promoting development as well as notable barriers to participating in play, which may be opportunities for intervention. Public health programs may be more effectively implemented if they consider these attitudes to develop new or refine existing strategies for promoting parent-child learning activities.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84896426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1097/DBP.0000000000000701
Jaclyn A Saltzman, Kelly K Bost, B. McBride, B. Fiese
OBJECTIVE To address calls for a resilience-informed approach to understand the cause and prevention of childhood obesity, the current study aims to investigate the independent and interactive associations between household chaos, maternal emotional responsiveness, and eating behavior in early childhood. METHOD A sample of (n = 108) families of 18- to 24-month-olds completed self-report surveys and consented to home visits as part of the larger STRONG Kids 2 (N = 468) study. Videotapes of family mealtimes were collected during home visits and coded for observed maternal emotional responsiveness. Mothers completed questionnaires assessing maternal emotional responsiveness, household chaos, and child eating behaviors. Moderation analyses assessed independent and interactive effects of chaos and emotional responsiveness on child appetite self-regulation. RESULTS In moderation analyses controlling for demographic covariates, higher levels of chaos were associated with more emotional overeating and with more food responsiveness, but only among children of mothers observed engaging in low levels of responsiveness at mealtimes. There was no association between chaos and eating behavior among children of mothers observed engaging in high levels of emotional responsiveness at mealtimes. There was also no independent or interactive association between chaos and child eating behaviors characterized by food avoidance. CONCLUSION Preliminary evidence suggests that maternal emotional responsiveness at mealtimes may attenuate the deleterious effects of chaos on child overeating and food responsiveness. Future research should prioritize using longitudinal designs, developing observational assessments of early childhood eating behaviors, and understanding these processes among families exposed to greater socioeconomic adversity.
{"title":"Household Chaos, Maternal Emotional Responsiveness, and Child Eating Behavior: A Moderation Analysis.","authors":"Jaclyn A Saltzman, Kelly K Bost, B. McBride, B. Fiese","doi":"10.1097/DBP.0000000000000701","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000701","url":null,"abstract":"OBJECTIVE\u0000To address calls for a resilience-informed approach to understand the cause and prevention of childhood obesity, the current study aims to investigate the independent and interactive associations between household chaos, maternal emotional responsiveness, and eating behavior in early childhood.\u0000\u0000\u0000METHOD\u0000A sample of (n = 108) families of 18- to 24-month-olds completed self-report surveys and consented to home visits as part of the larger STRONG Kids 2 (N = 468) study. Videotapes of family mealtimes were collected during home visits and coded for observed maternal emotional responsiveness. Mothers completed questionnaires assessing maternal emotional responsiveness, household chaos, and child eating behaviors. Moderation analyses assessed independent and interactive effects of chaos and emotional responsiveness on child appetite self-regulation.\u0000\u0000\u0000RESULTS\u0000In moderation analyses controlling for demographic covariates, higher levels of chaos were associated with more emotional overeating and with more food responsiveness, but only among children of mothers observed engaging in low levels of responsiveness at mealtimes. There was no association between chaos and eating behavior among children of mothers observed engaging in high levels of emotional responsiveness at mealtimes. There was also no independent or interactive association between chaos and child eating behaviors characterized by food avoidance.\u0000\u0000\u0000CONCLUSION\u0000Preliminary evidence suggests that maternal emotional responsiveness at mealtimes may attenuate the deleterious effects of chaos on child overeating and food responsiveness. Future research should prioritize using longitudinal designs, developing observational assessments of early childhood eating behaviors, and understanding these processes among families exposed to greater socioeconomic adversity.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87875651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1097/DBP.0000000000000714
Hannah T. Perrin
the impact of content, timing, and environment. Pediatrics. 2011; 128:29–35. 32. Exelmans L, Van den Bulck J. Bedtime mobile phone use and sleep in adults. Soc Sci Med. 2016;148:93–101. 33. Wiggs L, France K. Behavioural treatments for sleep problems in children and adolescents with physical illness, psychological problems or intellectual disabilities. Sleep Med Rev. 2000;4:299– 314. 34. Magee CA, Lee JL, Vella SA. Bidirectional relationships between sleep duration and screen time in early childhood. Pediatrics. 2014;168:465–470. 35. MacMullin JA, Lunsky Y, Weiss JA. Plugged in: electronics use in youth and young adults with autism spectrum disorder. Autism. 2016;20:45–54. 36. Radesky JS, Kistin C, Eisenberg S, et al. Parent perspectives on their mobile technology use: the excitement and exhaustion of parenting while connected. J Dev Behav Pediatr. 2016;37:694–701.
内容、时间和环境的影响。儿科。2011;128:29-35。32. Exelmans L, Van den Bulck J.睡前使用手机与睡眠的关系。中华医学杂志，2016;48(4):391 - 391。33. 患有身体疾病、心理问题或智力残疾的儿童和青少年睡眠问题的行为治疗。睡眠医学，2000;4:299 - 314。34. Magee CA, Lee JL, Vella SA。儿童早期睡眠时间与屏幕时间的双向关系。儿科。2014;168:465 - 470。35. 刘建军，刘建军，刘建军。插入式:患有自闭症谱系障碍的青少年和年轻人使用电子产品的情况。自闭症。2016;20:45-54。36. Radesky JS, Kistin C, Eisenberg S，等。父母对移动技术使用的看法:在线育儿的兴奋和疲惫。[J]中华儿科杂志，2016;37:694-701。
{"title":"Ordinary Magic: Resilience in Development","authors":"Hannah T. Perrin","doi":"10.1097/DBP.0000000000000714","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000714","url":null,"abstract":"the impact of content, timing, and environment. Pediatrics. 2011; 128:29–35. 32. Exelmans L, Van den Bulck J. Bedtime mobile phone use and sleep in adults. Soc Sci Med. 2016;148:93–101. 33. Wiggs L, France K. Behavioural treatments for sleep problems in children and adolescents with physical illness, psychological problems or intellectual disabilities. Sleep Med Rev. 2000;4:299– 314. 34. Magee CA, Lee JL, Vella SA. Bidirectional relationships between sleep duration and screen time in early childhood. Pediatrics. 2014;168:465–470. 35. MacMullin JA, Lunsky Y, Weiss JA. Plugged in: electronics use in youth and young adults with autism spectrum disorder. Autism. 2016;20:45–54. 36. Radesky JS, Kistin C, Eisenberg S, et al. Parent perspectives on their mobile technology use: the excitement and exhaustion of parenting while connected. J Dev Behav Pediatr. 2016;37:694–701.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76622142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1097/DBP.0000000000000713
Carol C Weitzman, Oana DeVinck-Baroody, Rachel M. Moore, Sarah S Nyp
ADHD Curry AE, Yerys BE, Metzger KB, et al. Traffic crashes, violations, and suspensions among young drivers with ADHD. Pediatrics. 2019;e20182305. Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder that often persists into adolescence, when driving typically begins for most. Recent studies have found first-crash involvement to be 36% higher among drivers with ADHD compared with other adolescents. Curry et al. conducted a large retrospective cohort study to compare monthly rates of overall and specific crash types, violations, and suspensions over the initial 4 years of licensure for adolescent drivers with and without ADHD. A cohort of primary care patients at Children’s Hospital of Philadelphia born between 1987 and 1997 were examined with linkage of electronic health records and state traffic data. A total of 14,936 adolescents were included, and 12% had a diagnosis of ADHD. Curry et al. found that crash rates were higher for drivers with ADHD regardless of licensing age, especially during the first month of licensure (adjusted rate ratio [ARR]: 1.62 [95% confidence interval (CI): 1.18–2.23]). After adjusting for potential covariates and temporal trends, the 4-year crash rate of novice adolescent drivers with ADHD was 37% higher than that of drivers without ADHD (ARR 5 1.37, 95% CI: 1.26–1.48). Those with ADHD had 2.1 times higher rate of alcoholrelated crashes than that of drivers without ADHD, and in the first year of driving, the rate of alcohol and/or drug violations was 3.6 times higher for adolescents with ADHD. In addition, rates of moving violations were consistently higher for drivers with ADHD over the study period (at 48 months ARR: 1.47; [95% CI 1.36–1.58]). Information about the rates of medication use in this sample was not reported. This study highlights the need to support young drivers, particularly right after they obtain their license, with a focus on also decreasing risktaking behaviors. O.V.B.
Curry AE, Yerys BE, Metzger KB，等。患有多动症的年轻司机的交通事故、违规行为和停牌行为。儿科。2019;e20182305。注意力缺陷/多动障碍(ADHD)是一种常见的儿童疾病，通常会持续到青春期，而大多数人开始开车的时候。最近的研究发现，与其他青少年相比，患有多动症的司机首次撞车的几率要高36%。Curry等人进行了一项大型回顾性队列研究，比较了有和没有多动症的青少年司机在获得驾照的最初4年里，总体和特定碰撞类型、违规行为和停牌的月发生率。对1987年至1997年间出生的费城儿童医院初级保健患者进行了一组电子健康记录和州交通数据的联系检查。共有14936名青少年被纳入研究，其中12%被诊断为多动症。Curry等人发现，无论驾照年龄大小，ADHD司机的撞车率都更高，尤其是在驾照的第一个月(调整后的比率[ARR]: 1.62[95%置信区间(CI): 1.18-2.23])。在调整潜在协变量和时间趋势后，患有ADHD的青少年新手驾驶员的4年撞车率比没有ADHD的驾驶员高37% (ARR 5 1.37, 95% CI: 1.26-1.48)。与没有多动症的司机相比，患有多动症的司机发生与酒精相关的撞车事故的几率要高出2.1倍。在驾驶的第一年，患有多动症的青少年发生酒精和/或药物违规的几率要高出3.6倍。此外，在研究期间，ADHD司机的违章率一直较高(48个月时的ARR: 1.47;[95% ci 1.36-1.58])。该样本中有关药物使用率的信息未被报道。这项研究强调了支持年轻司机的必要性，特别是在他们刚刚获得驾照之后，重点是减少冒险行为。O.V.B.
{"title":"Journal Article Reviews.","authors":"Carol C Weitzman, Oana DeVinck-Baroody, Rachel M. Moore, Sarah S Nyp","doi":"10.1097/DBP.0000000000000713","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000713","url":null,"abstract":"ADHD Curry AE, Yerys BE, Metzger KB, et al. Traffic crashes, violations, and suspensions among young drivers with ADHD. Pediatrics. 2019;e20182305. Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder that often persists into adolescence, when driving typically begins for most. Recent studies have found first-crash involvement to be 36% higher among drivers with ADHD compared with other adolescents. Curry et al. conducted a large retrospective cohort study to compare monthly rates of overall and specific crash types, violations, and suspensions over the initial 4 years of licensure for adolescent drivers with and without ADHD. A cohort of primary care patients at Children’s Hospital of Philadelphia born between 1987 and 1997 were examined with linkage of electronic health records and state traffic data. A total of 14,936 adolescents were included, and 12% had a diagnosis of ADHD. Curry et al. found that crash rates were higher for drivers with ADHD regardless of licensing age, especially during the first month of licensure (adjusted rate ratio [ARR]: 1.62 [95% confidence interval (CI): 1.18–2.23]). After adjusting for potential covariates and temporal trends, the 4-year crash rate of novice adolescent drivers with ADHD was 37% higher than that of drivers without ADHD (ARR 5 1.37, 95% CI: 1.26–1.48). Those with ADHD had 2.1 times higher rate of alcoholrelated crashes than that of drivers without ADHD, and in the first year of driving, the rate of alcohol and/or drug violations was 3.6 times higher for adolescents with ADHD. In addition, rates of moving violations were consistently higher for drivers with ADHD over the study period (at 48 months ARR: 1.47; [95% CI 1.36–1.58]). Information about the rates of medication use in this sample was not reported. This study highlights the need to support young drivers, particularly right after they obtain their license, with a focus on also decreasing risktaking behaviors. O.V.B.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74366169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1097/DBP.0000000000000718
Meghan K. Breheney
with dyslexia: a review on current intervention methods. Med J Malaysia. 2018;73:311–320. 21. Hulme C, Snowling MJ. Reading disorders and dyslexia. Curr Opin Pediatr. 2016;28:731–735. 22. Ozernov-palchik O, Gaab N. Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia. Wiley Interdiscip Rev Cogn Sci. 2017;7:156–176. 23. Evans WN, Morrill MS, Parente ST. Measuring inappropriate medical diagnosis and treatment in survey data: the case of ADHD among school-age children. J Health Econ. 2010;29:657–673. 24. Bishop DVM. Ten questions about terminology for children with unexplained language problems. Int J Lang Commun Disord. 2014;49:381–415. 25. Copyright C, Brooks G, Burton M, et al. Downloaded on 2018-1101T20. 2007;54:36Z. 26. Coon ER, Quinonez RA, Moyer VA, et al. Overdiagnosis: how our compulsion for diagnosis may be harming children. Pediatrics. 2014;134:1013–1023. 27. Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry Allied Discip. 2000;41:1039–1048. 28. Shemesh E, Annunziato RA, Ambrose MA, et al. Child and parental reports of bullying in a consecutive sample of children with food allergy. Pediatrics. 2013;131:e10–e17. 29. Stein JF. Does dyslexia exist? Lang Cogn Neurosci. 2018;33:313–320. 30. Cortiella C, Horowitz S. The state of learning disabilities: facts, trends and emerging issues. Natl Cent Learn Disabil. 2014:1–52.
{"title":"Bullying, School Violence, and Climate in Evolving Contexts","authors":"Meghan K. Breheney","doi":"10.1097/DBP.0000000000000718","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000718","url":null,"abstract":"with dyslexia: a review on current intervention methods. Med J Malaysia. 2018;73:311–320. 21. Hulme C, Snowling MJ. Reading disorders and dyslexia. Curr Opin Pediatr. 2016;28:731–735. 22. Ozernov-palchik O, Gaab N. Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia. Wiley Interdiscip Rev Cogn Sci. 2017;7:156–176. 23. Evans WN, Morrill MS, Parente ST. Measuring inappropriate medical diagnosis and treatment in survey data: the case of ADHD among school-age children. J Health Econ. 2010;29:657–673. 24. Bishop DVM. Ten questions about terminology for children with unexplained language problems. Int J Lang Commun Disord. 2014;49:381–415. 25. Copyright C, Brooks G, Burton M, et al. Downloaded on 2018-1101T20. 2007;54:36Z. 26. Coon ER, Quinonez RA, Moyer VA, et al. Overdiagnosis: how our compulsion for diagnosis may be harming children. Pediatrics. 2014;134:1013–1023. 27. Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry Allied Discip. 2000;41:1039–1048. 28. Shemesh E, Annunziato RA, Ambrose MA, et al. Child and parental reports of bullying in a consecutive sample of children with food allergy. Pediatrics. 2013;131:e10–e17. 29. Stein JF. Does dyslexia exist? Lang Cogn Neurosci. 2018;33:313–320. 30. Cortiella C, Horowitz S. The state of learning disabilities: facts, trends and emerging issues. Natl Cent Learn Disabil. 2014:1–52.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74436592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1097/DBP.0000000000000700
L. Bilaver, J. Havlicek
OBJECTIVE The objective of this study is to measure racial and ethnic disparities in autism-related services among U.S. children with parent-reported autism spectrum disorder (ASD). METHODS Using the 2011 Survey of Pathways to Diagnosis and Services, we analyzed parent-reported data on 1420 children with current ASD in the nationally representative sample. An estimation method consistent with the Institute of Medicine's definition of health care disparities is used to measure racial and ethnic disparities. RESULTS The findings revealed Latino-white disparities in the percentage of children currently using school-based occupational and physical therapy and Latino-white and "other race"-white disparities in the percentage of children using physical therapy outside of school. There were no statistically significant black-white disparities. Instead, the study found that the percentage of black children with ASD receiving school-based services was 8 points higher than that of white children (p < 0.04). Factors unrelated to the need for autism services were largely unassociated with the receipt of services. CONCLUSION The findings provide a partial baseline and identify a need for further examination of the source of existing disparities and the lack of disparities found for specific services and minority groups.
{"title":"Racial and Ethnic Disparities in Autism-Related Health and Educational Services.","authors":"L. Bilaver, J. Havlicek","doi":"10.1097/DBP.0000000000000700","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000700","url":null,"abstract":"OBJECTIVE\u0000The objective of this study is to measure racial and ethnic disparities in autism-related services among U.S. children with parent-reported autism spectrum disorder (ASD).\u0000\u0000\u0000METHODS\u0000Using the 2011 Survey of Pathways to Diagnosis and Services, we analyzed parent-reported data on 1420 children with current ASD in the nationally representative sample. An estimation method consistent with the Institute of Medicine's definition of health care disparities is used to measure racial and ethnic disparities.\u0000\u0000\u0000RESULTS\u0000The findings revealed Latino-white disparities in the percentage of children currently using school-based occupational and physical therapy and Latino-white and \"other race\"-white disparities in the percentage of children using physical therapy outside of school. There were no statistically significant black-white disparities. Instead, the study found that the percentage of black children with ASD receiving school-based services was 8 points higher than that of white children (p < 0.04). Factors unrelated to the need for autism services were largely unassociated with the receipt of services.\u0000\u0000\u0000CONCLUSION\u0000The findings provide a partial baseline and identify a need for further examination of the source of existing disparities and the lack of disparities found for specific services and minority groups.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74646730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1097/DBP.0000000000000716
Kristen R. Choi, M. Easterlin, M. Szilagyi
Decades of epidemiological and clinical research have demonstrated that adverse childhood experiences (ACEs) have long-lasting, harmful effects on health across the life span. Studies of adults and children find high rates of ACEs and strong evidence for their link to poor mental health, physical health, behavior, and social development. There is a higher burden of ACEs among populations that are already vulnerable, such as racial/ ethnic minorities, low-income or underemployed families, and sexual minorities. ACEs can lead to poor health and social outcomes (e.g., chronic illness, substance use, homelessness, violence victimization, and poverty) by producing toxic stress and dysregulating child development. ACEs classically include abuse, neglect, and other kinds of within-household dysfunction; however, in recent years, there has been growing recognition of adverse experiences outside the home (such as bullying, racism, and community violence) that can also produce deleterious outcomes. Adverse community environments often co-occur with—or are the foundation for— within-household ACEs, creating a “pair of ACEs” inside and outside the home that compound risk. Experiences of adverse community environments are now often included in contemporary conceptualizations of ACEs in both research and practice. When ACEs of either kind are severe, repetitive, or prolonged and produce a sustained toxic stress response—especially in the absence of loving caregiver relationships that buffer toxic stress —they can have profound, harmful effects. Childhood adversity has been studied in the context of immediate family and community environments in the existing ACE literature, but there is a need to consider a more upstream question: What creates the conditions necessary for childhood adversity to thrive in families and communities? Social determinants of health (e.g., inequality, racism, poverty, neighborhood safety, and access to social or health resources) and policy (i.e., local, state, and federal law) can play a central role in creating these conditions. To fully understand childhood adversity, we must understand the broader, upstream context in which ACEs develop and consider upstream interventions. This includes consideration for social determinants and policies that shape a child’s lived environment and lead to increased risk of ACEs both inside and outside the home. In the United States, we contend that federal policy actions—or, in some cases, inactions—have introduced new pathways for experiences of adversity into the lives of children. We note 5 particular areas of policy in the current US political context that have potential to expose children to adversity and warrant a policy advocacy response from pediatric professionals:
{"title":"Traumatogenic Potential of Federal Policy in the Lives of Children.","authors":"Kristen R. Choi, M. Easterlin, M. Szilagyi","doi":"10.1097/DBP.0000000000000716","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000716","url":null,"abstract":"Decades of epidemiological and clinical research have demonstrated that adverse childhood experiences (ACEs) have long-lasting, harmful effects on health across the life span. Studies of adults and children find high rates of ACEs and strong evidence for their link to poor mental health, physical health, behavior, and social development. There is a higher burden of ACEs among populations that are already vulnerable, such as racial/ ethnic minorities, low-income or underemployed families, and sexual minorities. ACEs can lead to poor health and social outcomes (e.g., chronic illness, substance use, homelessness, violence victimization, and poverty) by producing toxic stress and dysregulating child development. ACEs classically include abuse, neglect, and other kinds of within-household dysfunction; however, in recent years, there has been growing recognition of adverse experiences outside the home (such as bullying, racism, and community violence) that can also produce deleterious outcomes. Adverse community environments often co-occur with—or are the foundation for— within-household ACEs, creating a “pair of ACEs” inside and outside the home that compound risk. Experiences of adverse community environments are now often included in contemporary conceptualizations of ACEs in both research and practice. When ACEs of either kind are severe, repetitive, or prolonged and produce a sustained toxic stress response—especially in the absence of loving caregiver relationships that buffer toxic stress —they can have profound, harmful effects. Childhood adversity has been studied in the context of immediate family and community environments in the existing ACE literature, but there is a need to consider a more upstream question: What creates the conditions necessary for childhood adversity to thrive in families and communities? Social determinants of health (e.g., inequality, racism, poverty, neighborhood safety, and access to social or health resources) and policy (i.e., local, state, and federal law) can play a central role in creating these conditions. To fully understand childhood adversity, we must understand the broader, upstream context in which ACEs develop and consider upstream interventions. This includes consideration for social determinants and policies that shape a child’s lived environment and lead to increased risk of ACEs both inside and outside the home. In the United States, we contend that federal policy actions—or, in some cases, inactions—have introduced new pathways for experiences of adversity into the lives of children. We note 5 particular areas of policy in the current US political context that have potential to expose children to adversity and warrant a policy advocacy response from pediatric professionals:","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82246571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1097/DBP.0000000000000691
K. Rea, Melissa Armstrong-Brine, Lisa Y. Ramirez, T. Stancin
OBJECTIVE Autism spectrum disorder (ASD) screening completion rates are often low despite their validity and influence on earlier intervention and positive treatment outcomes. This study sought to examine the use of one ASD screening tool, the Modified Checklist for Autism in Toddlers-Revised (MCHAT-R), in a racially and ethnically diverse urban pediatric clinic to review potential disparities within screening rates and referral practices. METHODS A retrospective chart review was conducted for children (N = 999) within the ages of 17 to 34 months seen for a well-child appointment at one of 3 pediatric clinics: a general pediatric clinic, resident pediatric clinic, and Hispanic pediatric clinic. RESULTS MCHAT-R screening completion rates were low for all clinics. There were no significant differences in MCHAT-R screening completion based on ethnicity; however, the percentage of children screening positive on the MCHAT-R was significantly higher for Hispanic versus non-Hispanic children. Referral practices were highly variable across positive screenings, and few children received the appropriate combination of referrals. CONCLUSION Ethnic disparities in ASD positive screening rates and inconsistent referrals represent a critical issue in current pediatric practice. There is a great need for the development of more culturally sensitive ASD screening instruments. Additionally, to help increase ASD screening rate and accuracy, as well as consistency in referrals, greater emphasis is needed on professional training, parental education, and technology use within pediatric clinics.
{"title":"Ethnic Disparities in Autism Spectrum Disorder Screening and Referral: Implications for Pediatric Practice.","authors":"K. Rea, Melissa Armstrong-Brine, Lisa Y. Ramirez, T. Stancin","doi":"10.1097/DBP.0000000000000691","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000691","url":null,"abstract":"OBJECTIVE\u0000Autism spectrum disorder (ASD) screening completion rates are often low despite their validity and influence on earlier intervention and positive treatment outcomes. This study sought to examine the use of one ASD screening tool, the Modified Checklist for Autism in Toddlers-Revised (MCHAT-R), in a racially and ethnically diverse urban pediatric clinic to review potential disparities within screening rates and referral practices.\u0000\u0000\u0000METHODS\u0000A retrospective chart review was conducted for children (N = 999) within the ages of 17 to 34 months seen for a well-child appointment at one of 3 pediatric clinics: a general pediatric clinic, resident pediatric clinic, and Hispanic pediatric clinic.\u0000\u0000\u0000RESULTS\u0000MCHAT-R screening completion rates were low for all clinics. There were no significant differences in MCHAT-R screening completion based on ethnicity; however, the percentage of children screening positive on the MCHAT-R was significantly higher for Hispanic versus non-Hispanic children. Referral practices were highly variable across positive screenings, and few children received the appropriate combination of referrals.\u0000\u0000\u0000CONCLUSION\u0000Ethnic disparities in ASD positive screening rates and inconsistent referrals represent a critical issue in current pediatric practice. There is a great need for the development of more culturally sensitive ASD screening instruments. Additionally, to help increase ASD screening rate and accuracy, as well as consistency in referrals, greater emphasis is needed on professional training, parental education, and technology use within pediatric clinics.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73763407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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