Pub Date : 2019-01-01DOI: 10.1097/DBP.0000000000000711
Samantha J. Lee, V. Pritchard, N. Austin, Jacqueline M T Henderson, L. Woodward
OBJECTIVE To examine the school readiness of a regional cohort of prenatally methadone-exposed children across 5 domains and to examine factors contributing to impairment risk. METHODS Data were drawn from a single-center, prospective longitudinal study. One hundred children born to women in methadone maintenance treatment and 110 randomly identified non-methadone-exposed children were studied from birth (2003-2008) to age 4.5 years. At 4.5 years, children underwent comprehensive assessment of their physical/motor development, social-emotional skills, approaches to learning, language development, and cognitive functioning. Predictors of children's overall school readiness were examined, including the extent of prenatal substance exposure (number and quantity of different substances), social risk, maternal mental health, infant clinical factors, and the quality of the home environment at age 18 months Home Observation for Measurement of the Environment (HOME) score. RESULTS Methadone-exposed children had higher rates of delay/impairment across all outcome domains (odds ratios 4.0-5.3), with 72% impaired in at least 1 domain. Multiple problems were also common, affecting 48% of methadone-exposed children compared with 15% of control children. The mean number of school readiness domains impaired increased, with increasing prenatal substance exposure (rate ratio [RR] = 1.05 [1.01-1.11]), higher social risk (RR = 1.35 [1.20-1.53]), male sex (RR = 1.69 [1.27-2.25]), and lower HOME scores indicating a poorer quality postnatal environment (RR = 0.96 [0.94-0.99]). CONCLUSION Children born to opioid-dependent mothers are at high risk of impaired school readiness, with multiple domain problems being common. Impaired school readiness was associated with greater maternal prenatal substance use, higher social risk, male sex, and lower-quality caregiving environments.
{"title":"Health and Neurodevelopment of Children Born to Opioid-Dependent Mothers at School Entry.","authors":"Samantha J. Lee, V. Pritchard, N. Austin, Jacqueline M T Henderson, L. Woodward","doi":"10.1097/DBP.0000000000000711","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000711","url":null,"abstract":"OBJECTIVE To examine the school readiness of a regional cohort of prenatally methadone-exposed children across 5 domains and to examine factors contributing to impairment risk. METHODS Data were drawn from a single-center, prospective longitudinal study. One hundred children born to women in methadone maintenance treatment and 110 randomly identified non-methadone-exposed children were studied from birth (2003-2008) to age 4.5 years. At 4.5 years, children underwent comprehensive assessment of their physical/motor development, social-emotional skills, approaches to learning, language development, and cognitive functioning. Predictors of children's overall school readiness were examined, including the extent of prenatal substance exposure (number and quantity of different substances), social risk, maternal mental health, infant clinical factors, and the quality of the home environment at age 18 months Home Observation for Measurement of the Environment (HOME) score. RESULTS Methadone-exposed children had higher rates of delay/impairment across all outcome domains (odds ratios 4.0-5.3), with 72% impaired in at least 1 domain. Multiple problems were also common, affecting 48% of methadone-exposed children compared with 15% of control children. The mean number of school readiness domains impaired increased, with increasing prenatal substance exposure (rate ratio [RR] = 1.05 [1.01-1.11]), higher social risk (RR = 1.35 [1.20-1.53]), male sex (RR = 1.69 [1.27-2.25]), and lower HOME scores indicating a poorer quality postnatal environment (RR = 0.96 [0.94-0.99]). CONCLUSION Children born to opioid-dependent mothers are at high risk of impaired school readiness, with multiple domain problems being common. Impaired school readiness was associated with greater maternal prenatal substance use, higher social risk, male sex, and lower-quality caregiving environments.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87932203","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 : 2019-01-01DOI: 10.1097/DBP.0000000000000720
Carol Duh-Leong, Anne E. Fuller, Nicole M. Brown
BACKGROUND Evidence has established the association between risk factors and attention-deficit/hyperactivity disorder (ADHD) severity, but less is known about factors that may have protective effects on clinical, academic, and social outcomes among children with ADHD. OBJECTIVE To examine associations between family cohesion, caregiver social support, community support, and (1) ADHD severity, (2) school engagement, and (3) difficulty making or keeping friends. METHODS Cross-sectional study of school-aged and adolescent children with ADHD using data from the 2016 National Survey of Children's Health. Our outcomes were (1) parent-rated ADHD severity, (2) school engagement, and (3) difficulty making or keeping friends. Our independent variables were (1) family cohesion, (2) caregiver social support, and (3) community support. We used logistic regression models to examine associations between our independent variables and each of our outcome variables, adjusting for child and parent sociodemographic characteristics. RESULTS In our sample (N = 4,122, weighted N = 4,734,322), children exposed to family cohesion and community support had lower odds of moderate to severe ADHD [adjusted OR (aOR): 0.73 (0.55-0.97); aOR: 0.73 (0.56-0.95), respectively], higher odds of school engagement [aOR: 1.72, (1.25-2.37); aOR: 1.38, (1.04-1.84), respectively], and lower odds of difficulty making or keeping friends [aOR: 0.64, (0.48-0.85); aOR: 0.52, (0.40-0.67), respectively]. CONCLUSION Among children with ADHD, family cohesion and community support show protective effects in clinical, academic, and social outcomes. Systematically identifying family- and community-level strengths may be important components of multimodal treatment strategies in children with ADHD.
{"title":"Associations Between Family and Community Protective Factors and Attention-Deficit/Hyperactivity Disorder Outcomes Among US Children.","authors":"Carol Duh-Leong, Anne E. Fuller, Nicole M. Brown","doi":"10.1097/DBP.0000000000000720","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000720","url":null,"abstract":"BACKGROUND Evidence has established the association between risk factors and attention-deficit/hyperactivity disorder (ADHD) severity, but less is known about factors that may have protective effects on clinical, academic, and social outcomes among children with ADHD. OBJECTIVE To examine associations between family cohesion, caregiver social support, community support, and (1) ADHD severity, (2) school engagement, and (3) difficulty making or keeping friends. METHODS Cross-sectional study of school-aged and adolescent children with ADHD using data from the 2016 National Survey of Children's Health. Our outcomes were (1) parent-rated ADHD severity, (2) school engagement, and (3) difficulty making or keeping friends. Our independent variables were (1) family cohesion, (2) caregiver social support, and (3) community support. We used logistic regression models to examine associations between our independent variables and each of our outcome variables, adjusting for child and parent sociodemographic characteristics. RESULTS In our sample (N = 4,122, weighted N = 4,734,322), children exposed to family cohesion and community support had lower odds of moderate to severe ADHD [adjusted OR (aOR): 0.73 (0.55-0.97); aOR: 0.73 (0.56-0.95), respectively], higher odds of school engagement [aOR: 1.72, (1.25-2.37); aOR: 1.38, (1.04-1.84), respectively], and lower odds of difficulty making or keeping friends [aOR: 0.64, (0.48-0.85); aOR: 0.52, (0.40-0.67), respectively]. CONCLUSION Among children with ADHD, family cohesion and community support show protective effects in clinical, academic, and social outcomes. Systematically identifying family- and community-level strengths may be important components of multimodal treatment strategies in children with ADHD.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81424399","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 : 2019-01-01DOI: 10.1097/DBP.0000000000000724
Stacey Bevan, Jianghong Liu, Kate E. Wallis, J. Pinto-Martin
BACKGROUND Racial and ethnic disparities in the identification of developmental and behavioral concerns in children are public health problems in the United States. Early identification of developmental delay using validated screening instruments provides a pathway to prevention and intervention in pediatric health care settings. However, the validity of Spanish-language screening instruments, used in clinical settings in the United States, has not been systematically examined. OBJECTIVE This study aims to review the literature of clinically administered developmental and behavioral instruments with Hispanic caregivers to investigate implementation variation due to language and cultural factors. METHODS A systematic literature review using PubMed and PsycINFO was conducted of articles published from January 1, 2006 to December 12, 2017. Abstract, full-text, and critical appraisal resulted in 11 studies that met criteria for inclusion. RESULTS Five different instruments were used to screen Hispanic or Spanish-speaking caregivers of children younger than 6 years. None of the instruments established validity and reliability apart from Spanish translation. Two studies identified differences in screening results with Spanish-speaking caregivers due to language and 6 described cultural differences that impacted screening implementation. Two studies reported differential item functioning in Spanish-translated instruments. CONCLUSIONS Language and cultural considerations are critical to the administration of valid and reliable screening in pediatric health care settings. Available developmental and behavioral Spanish-language-screening instruments function differently because of both language and culture, suggesting the tools are not as psychometrically valid when administered to Spanish-speaking families. Validation of translated screening instruments is essential to eliminate the possibility of detection bias or misidentification of developmental risk, improving early access to clinical services for Hispanic and Spanish-speaking families.
{"title":"Screening Instruments for Developmental and Behavioral Concerns in Pediatric Hispanic Populations in the United States: A Systematic Literature Review.","authors":"Stacey Bevan, Jianghong Liu, Kate E. Wallis, J. Pinto-Martin","doi":"10.1097/DBP.0000000000000724","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000724","url":null,"abstract":"BACKGROUND Racial and ethnic disparities in the identification of developmental and behavioral concerns in children are public health problems in the United States. Early identification of developmental delay using validated screening instruments provides a pathway to prevention and intervention in pediatric health care settings. However, the validity of Spanish-language screening instruments, used in clinical settings in the United States, has not been systematically examined. OBJECTIVE This study aims to review the literature of clinically administered developmental and behavioral instruments with Hispanic caregivers to investigate implementation variation due to language and cultural factors. METHODS A systematic literature review using PubMed and PsycINFO was conducted of articles published from January 1, 2006 to December 12, 2017. Abstract, full-text, and critical appraisal resulted in 11 studies that met criteria for inclusion. RESULTS Five different instruments were used to screen Hispanic or Spanish-speaking caregivers of children younger than 6 years. None of the instruments established validity and reliability apart from Spanish translation. Two studies identified differences in screening results with Spanish-speaking caregivers due to language and 6 described cultural differences that impacted screening implementation. Two studies reported differential item functioning in Spanish-translated instruments. CONCLUSIONS Language and cultural considerations are critical to the administration of valid and reliable screening in pediatric health care settings. Available developmental and behavioral Spanish-language-screening instruments function differently because of both language and culture, suggesting the tools are not as psychometrically valid when administered to Spanish-speaking families. Validation of translated screening instruments is essential to eliminate the possibility of detection bias or misidentification of developmental risk, improving early access to clinical services for Hispanic and Spanish-speaking families.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87423849","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 : 2019-01-01DOI: 10.1097/DBP.0000000000000746
J. Patel, Maxine K Mueller, W. J. Guffey, J. Stegman
OBJECTIVE To describe drug prescribing and outcomes after pharmacogenomic (PGx) testing in children with developmental and/or behavioral disorders. METHODS This is a single-clinic retrospective analysis of patients aged 5 to 17 years with documented behavioral and/or development disorder(s) and having received PGx testing between May 2015 and May 2017. The primary endpoint was frequency of PGx-guided medication changes after testing. Secondary endpoints included frequency of medications in each category from the PGx report (use as directed, use with caution, and use with increased caution), changes in therapy within each category, frequency and type of actionable genes, symptomatic improvement, and frequency of medication changes up to 6 months after PGx-guided therapy. RESULTS Of 200 patients, 75% were male, 78% were white, 83% had attention-deficit/hyperactivity disorder, and 45% had anxiety, and their mean age was 10 years. Most common reasons for ordering PGx testing were lack of response (83%) and/or adverse events (42%). Approximately 84% had PGx-guided medication change(s) after testing. At baseline, 50% of medications were categorized in "use as directed," 40% in "use with caution," and 11% in "use with increased caution." After testing, 8%, 29%, and 30% of medications in "use as directed," "use with caution," and "use with increased caution" categories were discontinued; 85% were added or continued from "use as directed" category. The most common actionable genes were ADRA2A (47%), COMT (22%), and CYP2D6 (20%). Sixty percent were on the same medication(s) suggested by the PGx report 6 months later, and 64% had provider-documented symptomatic improvement. CONCLUSION Pharmacogenomic testing may affect drug prescribing and clinical outcomes in a pediatric behavioral health clinic.
{"title":"Drug Prescribing and Outcomes After Pharmacogenomic Testing in a Developmental and Behavioral Health Pediatric Clinic.","authors":"J. Patel, Maxine K Mueller, W. J. Guffey, J. Stegman","doi":"10.1097/DBP.0000000000000746","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000746","url":null,"abstract":"OBJECTIVE To describe drug prescribing and outcomes after pharmacogenomic (PGx) testing in children with developmental and/or behavioral disorders. METHODS This is a single-clinic retrospective analysis of patients aged 5 to 17 years with documented behavioral and/or development disorder(s) and having received PGx testing between May 2015 and May 2017. The primary endpoint was frequency of PGx-guided medication changes after testing. Secondary endpoints included frequency of medications in each category from the PGx report (use as directed, use with caution, and use with increased caution), changes in therapy within each category, frequency and type of actionable genes, symptomatic improvement, and frequency of medication changes up to 6 months after PGx-guided therapy. RESULTS Of 200 patients, 75% were male, 78% were white, 83% had attention-deficit/hyperactivity disorder, and 45% had anxiety, and their mean age was 10 years. Most common reasons for ordering PGx testing were lack of response (83%) and/or adverse events (42%). Approximately 84% had PGx-guided medication change(s) after testing. At baseline, 50% of medications were categorized in \"use as directed,\" 40% in \"use with caution,\" and 11% in \"use with increased caution.\" After testing, 8%, 29%, and 30% of medications in \"use as directed,\" \"use with caution,\" and \"use with increased caution\" categories were discontinued; 85% were added or continued from \"use as directed\" category. The most common actionable genes were ADRA2A (47%), COMT (22%), and CYP2D6 (20%). Sixty percent were on the same medication(s) suggested by the PGx report 6 months later, and 64% had provider-documented symptomatic improvement. CONCLUSION Pharmacogenomic testing may affect drug prescribing and clinical outcomes in a pediatric behavioral health clinic.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90184921","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 : 2018-12-01DOI: 10.1097/DBP.0000000000000627
Katherine Trier, Elizabeth B. Harstad
with psychosocial, cognitive, and weight outcomes in a longitudinal sample of girls. Transl Issues Psychol Sci. 2015;1:203–216. 23. Anzman SL, Birch LL. Low inhibitory control and restrictive feeding practices predict weight outcomes. J Pediatr. 2009;155: 651–656. 24. Raver CC, Jones SM, Li-Grining C, et al. CSRP’s impact on lowincome preschoolers’ preacademic skills: self-Regulation as a mediating mechanism. Child Dev. 2011;82:362–378. 25. Stifter CA, Braungart JM. The regulation of negative reactivity in infancy: function and development. Dev Psychol. 1995;31:448– 455.
{"title":"Let's Talk: Navigating Communication Services and Supports for Your Young Child With Autism","authors":"Katherine Trier, Elizabeth B. Harstad","doi":"10.1097/DBP.0000000000000627","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000627","url":null,"abstract":"with psychosocial, cognitive, and weight outcomes in a longitudinal sample of girls. Transl Issues Psychol Sci. 2015;1:203–216. 23. Anzman SL, Birch LL. Low inhibitory control and restrictive feeding practices predict weight outcomes. J Pediatr. 2009;155: 651–656. 24. Raver CC, Jones SM, Li-Grining C, et al. CSRP’s impact on lowincome preschoolers’ preacademic skills: self-Regulation as a mediating mechanism. Child Dev. 2011;82:362–378. 25. Stifter CA, Braungart JM. The regulation of negative reactivity in infancy: function and development. Dev Psychol. 1995;31:448– 455.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82693887","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 : 2018-09-01DOI: 10.1097/DBP.0000000000000611
Carol C Weitzman, Oana DeVinck-Baroody, Rachel M. Moore, Sarah S Nyp, J. H. Sia
Anxiety: Psychopharmacology Strawn JR, Mills JA, Sauley BA, Welge JA. The impact of antidepressant dose and class on treatment response in pediatric anxiety disorders: a meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry. 2018;57(4):235–244. Anxiety disorders are common in childhood and confer an increased risk of depressive disorder, other anxiety disorders, and suicidality. Selective serotonin reuptake inhibitors (SSRIs) are recommended as first-line psychopharmacologic interventions for treatment of children with anxiety disorders, and improvement seems to be dose related with selective serotoninnorepinephrine reuptake inhibitors (SNRIs) also used in treatment of anxiety. Understanding the effectiveness of various treatments is necessary to provide the most appropriate interventions and may affect clinical practice. Strawn et al. performed a meta-analysis with data from 9 prospective, randomized, placebo-controlled trials evaluating 7 medications in 1673 children with social, generalized, and/or separation anxiety disorder. Overall, 923 patients were randomly assigned to antidepressant and 882 to placebo treatment groups. Of the sample, 53% were male, and the median duration of treatment was 10 weeks across trials. The samples included children aged 5 to 17 years, and 44% to 67% were male, depending on the study. Four SSRIs (fluoxetine, fluvoxamine, paroxetine, and sertraline) and 3 SNRIs (atomoxetine, venlafaxine, and duloxetine) were evaluated. For both SSRIs and SNRIs, statistically significant improvement occurred at week 2 (dSSRI 5 20.054, CI 5 20.096 to 20.077 vs dSNRI 5 20.07, CI 5 20.113–0; p 5 0.02) and remained statistically significant over the subsequent 10 weeks. Overall, both treatments resulted in significant improvements (dSSRI 5 20.294, CI 5 20.304 to 20.284; p 5 0.001; dSNRI 5 20.136, CI 5 20.179 to 20.092; p 5 0.001), and SSRIs overall provided greater treatment response than that of SNRIs (p 5 0.003). Statistically significant symptom improvement occurred earlier with high-dose treatment; however, over the course of treatment, no significant difference was noted between high versus low-dose treatment (d 5 0.010; p 5 0.638). Overall, this study highlights the effectiveness of pharmacologic treatment for anxiety disorders. Benefits were noted soon after treatment was initiated, and SSRIs were associated with earlier and greater symptom improvement in anxiety disorders. O.V.B. Anxiety Disorders: Psychotherapy Hainsworth CJ, Dixon AL, Koo S, Munro K. Acceptance and Commitment Therapy versus Cognitive Behavior Therapy for children with anxiety: outcomes of a randomized controlled trial. Journal of Clinical Child & Adolescent Psychology. 2018;47(2):296–311. Cognitive and behavioral therapy (CBT) is an evidencebased gold standard in the treatment of anxiety. Acceptance and commitment therapy (ACT) incorporates psychoeducation, exposure, skills training (e.g., problemsolving and social skills), use of m
{"title":"Journal Article Reviews.","authors":"Carol C Weitzman, Oana DeVinck-Baroody, Rachel M. Moore, Sarah S Nyp, J. H. Sia","doi":"10.1097/DBP.0000000000000611","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000611","url":null,"abstract":"Anxiety: Psychopharmacology Strawn JR, Mills JA, Sauley BA, Welge JA. The impact of antidepressant dose and class on treatment response in pediatric anxiety disorders: a meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry. 2018;57(4):235–244. Anxiety disorders are common in childhood and confer an increased risk of depressive disorder, other anxiety disorders, and suicidality. Selective serotonin reuptake inhibitors (SSRIs) are recommended as first-line psychopharmacologic interventions for treatment of children with anxiety disorders, and improvement seems to be dose related with selective serotoninnorepinephrine reuptake inhibitors (SNRIs) also used in treatment of anxiety. Understanding the effectiveness of various treatments is necessary to provide the most appropriate interventions and may affect clinical practice. Strawn et al. performed a meta-analysis with data from 9 prospective, randomized, placebo-controlled trials evaluating 7 medications in 1673 children with social, generalized, and/or separation anxiety disorder. Overall, 923 patients were randomly assigned to antidepressant and 882 to placebo treatment groups. Of the sample, 53% were male, and the median duration of treatment was 10 weeks across trials. The samples included children aged 5 to 17 years, and 44% to 67% were male, depending on the study. Four SSRIs (fluoxetine, fluvoxamine, paroxetine, and sertraline) and 3 SNRIs (atomoxetine, venlafaxine, and duloxetine) were evaluated. For both SSRIs and SNRIs, statistically significant improvement occurred at week 2 (dSSRI 5 20.054, CI 5 20.096 to 20.077 vs dSNRI 5 20.07, CI 5 20.113–0; p 5 0.02) and remained statistically significant over the subsequent 10 weeks. Overall, both treatments resulted in significant improvements (dSSRI 5 20.294, CI 5 20.304 to 20.284; p 5 0.001; dSNRI 5 20.136, CI 5 20.179 to 20.092; p 5 0.001), and SSRIs overall provided greater treatment response than that of SNRIs (p 5 0.003). Statistically significant symptom improvement occurred earlier with high-dose treatment; however, over the course of treatment, no significant difference was noted between high versus low-dose treatment (d 5 0.010; p 5 0.638). Overall, this study highlights the effectiveness of pharmacologic treatment for anxiety disorders. Benefits were noted soon after treatment was initiated, and SSRIs were associated with earlier and greater symptom improvement in anxiety disorders. O.V.B. Anxiety Disorders: Psychotherapy Hainsworth CJ, Dixon AL, Koo S, Munro K. Acceptance and Commitment Therapy versus Cognitive Behavior Therapy for children with anxiety: outcomes of a randomized controlled trial. Journal of Clinical Child & Adolescent Psychology. 2018;47(2):296–311. Cognitive and behavioral therapy (CBT) is an evidencebased gold standard in the treatment of anxiety. Acceptance and commitment therapy (ACT) incorporates psychoeducation, exposure, skills training (e.g., problemsolving and social skills), use of m","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84401808","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 : 2018-09-01DOI: 10.1097/DBP.0000000000000605
P. J. Chung
75–82. 36. Scholer SJ, Hudnut-Beumler J, Dietrich MS. A brief primary care intervention helps parents develop plans to discipline. Pediatrics. 2010;125:e242–249. 37. Chavis A, Hudnut-Beumler J, Webb MW, et al. A brief intervention affects parents’ attitudes toward using less physical punishment. Child Abuse Neglect. 2013;37:1192–1201. 38. Brandt AM. The Cigarette Century. New York, NY: Basic Books; 2007.
{"title":"Parental Alienation Syndrome: A Family Therapy and Collaborative Systems Approach to Amelioration","authors":"P. J. Chung","doi":"10.1097/DBP.0000000000000605","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000605","url":null,"abstract":"75–82. 36. Scholer SJ, Hudnut-Beumler J, Dietrich MS. A brief primary care intervention helps parents develop plans to discipline. Pediatrics. 2010;125:e242–249. 37. Chavis A, Hudnut-Beumler J, Webb MW, et al. A brief intervention affects parents’ attitudes toward using less physical punishment. Child Abuse Neglect. 2013;37:1192–1201. 38. Brandt AM. The Cigarette Century. New York, NY: Basic Books; 2007.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81251616","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 : 2018-05-01DOI: 10.1097/DBP.0000000000000572
Jessica E. Emick
{"title":"Prevent-Teach-Reinforce for Families: A Model of Individualized Positive Behavior Support for Home and Community","authors":"Jessica E. Emick","doi":"10.1097/DBP.0000000000000572","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000572","url":null,"abstract":"","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80275112","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 : 2018-02-01DOI: 10.1097/dbp.0000000000000551
S. Mittal, J. Charles, Michelle M. Macias
a cross-cultural comparison of parental definitions. Sleep Med. 2010;12:478–482. 55. Sadeh A, Mindell JA, Luedtke K, et al. Sleep and sleep ecology in the first 3 years: a web-based study. J Sleep Res. 2009;18:60–73. 56. Twomey JE. A consideration of maternal developmental needs in the treatment of infant sleep problems. Clin Social Work J. 2016; 44:309–318. 57. Zambrano DN, Mindell JA, Reyes NR, et al. “It’s not all about my baby’s sleep”: a qualitative study of factors influencing low-income African American mothers’ sleep quality. Behav Sleep Med. 2016;14:489–500. 58. Bei B, Milgrom J, Ericksen J, et al. Subjective perception of sleep, but not its objective quality, is associated with immediate postpartum mood disturbances in healthy women. Sleep. 2010;33: 531–538. 59. Rönnlund H, Elovainio M, Virtanen I, et al. Poor parental sleep and the reported sleep quality of their children. Pediatrics. 2016;137: e20153425. 60. Karazsia BT, Berlin KS, Armstrong B, et al. Integrating mediation and moderation to advance theory development and testing. J Pediatr Psychol. 2014;39:163–173. 61. Maxwell SE, Cole DA. Bias in cross-sectional analyses of longitudinal mediation. Psychol Methods. 2007;12:23–44. 62. Ersu R, Boran P, Akın Y, et al. Effectiveness of a sleep education program for pediatricians. Pediatr Int. 2016;59:280–285. 63. Meltzer LJ, Plaufcan MR, Thomas JH, et al. Sleep problems and sleep disorders in pediatric primary care: treatment recommendations, persistence, and health care utilization. J Clin Sleep Med. 2014;10:421–426. 64. Mindell JA, Kuhn B, Lewin DS, et al. Behavioral treatment of bedtime problems and night wakings in infants and young children. Sleep. 2006;29:1263–1276. 65. Hall WA, Moynihan M, Bhagat R, et al. Relationships between parental sleep quality, fatigue, cognitions about infant sleep, and parental depression pre and post-intervention for infant behavioral sleep problems. BMC Pregnancy Childbirth. 2017;17:104.
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