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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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.
{"title":"Autism and the Extended Family: A Guide for Those Outside the Immediate Family Who Know and Love Someone with Autism","authors":"S. Mittal, J. Charles, Michelle M. Macias","doi":"10.1097/dbp.0000000000000551","DOIUrl":"https://doi.org/10.1097/dbp.0000000000000551","url":null,"abstract":"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.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81223938","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 : 2018-01-01DOI: 10.1097/DBP.0000000000000544
K. Zuckerman, Olivia J. Lindly, Brianna K Sinche, C. Bethell, Roula Choueiri, V. Chris
s of Plenary Sessions and Posters Accepted for Presentation at the 2015 Annual Meeting of the Society for Developmental and Behavioral Pediatrics PLATFORM SESSION ABSTRACTS PRESENTATIONS
发展与行为儿科学会2015年年会平台会议接受全体会议和海报的报告摘要
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Pub Date : 2017-12-01DOI: 10.1097/DBP.0000000000000526
S. Schlegel
31. Straus MA, Hamby SL, Finkelhor D, et al. Identification of child maltreatment with the parent-child conflict tactics scales: development and psychometric data for a national sample of american parents. Child Abuse Negl. 1998;22:249–270. 32. Kessler RC, Andrews G, Mroczek D, et al. The world health organization composite international diagnostic interview shortform (CIDI-SF). Int J Methods Psychiatr Res. 1998;7:171–185. 33. Muthén LK, Muthén BO. Mplus Version 7 User’s Guide. Los Angeles, CA: Muthén & Muthén; 2006. 34. Deater-Deckard K, Dodge KA, Sorbring E. Cultural differences in the effects of physical punishment. In: Rutter M, ed. Ethnicity and Causal Mechanisms. New York, NY: Cambridge University Press; 2005:204–226. 35. Dodge KA, McLoyd VC, Lansford JE. The Cultural Context of Physically Disciplining Children. New York, NY: Guilford Press; 2005. 36. Berlin LJ, Ispa JM, Fine MA, et al. Correlates and consequences of spanking and verbal punishment for low income white, african american, and mexican american toddlers. Child Dev. 2009;80: 1403–1420. 37. Thackeray JD, Hibbard R, Dowd MD. Committee on child abuse and neglect, committee on injury, violence, and poison prevention. Intimate partner violence: the role of the pediatrician. Pediatrics. 2010;125:1094–1100. 38. Sanders MR. Triple P-positive parenting program: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clin Child Fam Psychol Rev. 1999;2: 71–90.
{"title":"My Heart Canʼt Even Believe It: A Story of Science, Love, and Down Syndrome","authors":"S. Schlegel","doi":"10.1097/DBP.0000000000000526","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000526","url":null,"abstract":"31. Straus MA, Hamby SL, Finkelhor D, et al. Identification of child maltreatment with the parent-child conflict tactics scales: development and psychometric data for a national sample of american parents. Child Abuse Negl. 1998;22:249–270. 32. Kessler RC, Andrews G, Mroczek D, et al. The world health organization composite international diagnostic interview shortform (CIDI-SF). Int J Methods Psychiatr Res. 1998;7:171–185. 33. Muthén LK, Muthén BO. Mplus Version 7 User’s Guide. Los Angeles, CA: Muthén & Muthén; 2006. 34. Deater-Deckard K, Dodge KA, Sorbring E. Cultural differences in the effects of physical punishment. In: Rutter M, ed. Ethnicity and Causal Mechanisms. New York, NY: Cambridge University Press; 2005:204–226. 35. Dodge KA, McLoyd VC, Lansford JE. The Cultural Context of Physically Disciplining Children. New York, NY: Guilford Press; 2005. 36. Berlin LJ, Ispa JM, Fine MA, et al. Correlates and consequences of spanking and verbal punishment for low income white, african american, and mexican american toddlers. Child Dev. 2009;80: 1403–1420. 37. Thackeray JD, Hibbard R, Dowd MD. Committee on child abuse and neglect, committee on injury, violence, and poison prevention. Intimate partner violence: the role of the pediatrician. Pediatrics. 2010;125:1094–1100. 38. Sanders MR. Triple P-positive parenting program: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clin Child Fam Psychol Rev. 1999;2: 71–90.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76418170","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 : 2017-11-01DOI: 10.1097/DBP.0000000000000532
Emily E. Whitgob
interventions that target children’s screen time for reduction. Pediatrics. 2011;128:e193–e210. 21. Forehand R, Jones DJ, Parent J. Behavioral parenting interventions for child disruptive behaviors and anxiety: what’s different and what’s the same? Clin Psychol Rev. 2013;33:133–145. 22. Schmidt ME, Haines J, O’Brien A, et al. Systematic review of effective strategies for reducing screen time among young children. Obesity (Silver Spring). 2012;20:1338–1354. 23. Iida M, Shrout P, Laurenceau J, et al. Using diary methods in psychological research. In: Cooper H, Camic P, Long D, et al, ed. APA Handbook of Research Methods in Psychology: Vol. 1. Foundations, Planning, Measures, and Psychometrics. Washington, DC: American Psychological Association Books; 2012: 277–305. 24. Jones DJ, Forehand R, Cuellar J, et al. Technology-enhanced program for child disruptive behavior disorders: development and pilot randomized control trial. J Clin Child Adolesc Psychol. 2014;43:88–101. 25. Morris SD. Estimating effect sizes from pretest-posttest-control group designs. Organ Res Methods. 2008;11:364–386. 26. Brown A, Shifrin DL, Hill DL. Beyond “turn it off”: how to advise families on media use. AAP News. 2015;36:54. 27. Radesky JS, Christakis DA. Increased screen time. Pediatr Clin North Am. 2016;63:827–839. 28. Buchanan L, Rooks-Peck CR, Finnie RKC, et al. Reducing recreational sedentary screen time: a community guide systematic review. Am J Prev Med. 2016;50:402–415. 29. Wu YP, Steele RG, Connelly MA, et al. Commentary: pediatric eHealth interventions: common challenges during development, implementation, and dissemination. J Pediatr Psychol. 2014;39: 612–623. 30. Lauricella AR, Wartella E, Rideout VJ. Young children’s screen time: the complex role of parent and child factors. J Appl Dev Psychol. 2015;36:11–17. 31. Dubois L, Farmer A, Girard M, et al. Social factors and television use during meals and snacks is associated with higher BMI among preschool children. Public Health Nutr. 2008;11:1267–1279. 32. Ollendick TH, Davis TE. One-session treatment for specific phobias: a review of Öst’s single-session exposure with children and adolescents. Cogn Behav Ther. 2013;42:275–283.
针对减少儿童屏幕时间的干预措施。儿科。2011;128:e193-e210。21. J.行为父母干预对儿童破坏性行为和焦虑的影响:有何不同?临床心理杂志，2013;33:133-145。22. 李建军，李建军，李建军，等。对减少幼儿屏幕时间的有效策略进行系统审查。肥胖(银泉)。2012; 20:1338 - 1354。23. 刘建军，刘建军，刘建军，等。在心理学研究中运用日记法。见:Cooper H, Camic P, Long D等编。APA心理学研究方法手册:第1卷。基础、计划、措施和心理测量学。华盛顿:美国心理学会图书;2012: 277 - 305。24. 张建军，张建军，张建军，等。儿童破坏性行为障碍的技术增强方案:发展和试点随机对照试验。临床青少年心理杂志，2014;43(3):88 - 101。25. 莫里斯SD。估计前测后测控制组设计的效应量。器官研究。2008;11:364-386。26. Brown A, Shifrin DL, Hill DL。除了“关掉它”:如何建议家庭使用媒体。美联社新闻。2015;36:54。27. Radesky JS, Christakis DA。屏幕时间增加。中华儿科杂志，2016;63:827-839。28. 李建军，李建军，李建军，等。减少娱乐久坐屏幕时间:一项社区指南系统综述。[J]中华预防医学杂志，2016;22(5):591 - 591。29. 吴彦平，Steele RG, Connelly MA，等。评论:儿科电子卫生干预:发展、实施和传播过程中的共同挑战。中华儿科杂志，2014;39:612-623。30.Lauricella AR, Wartella E, Rideout VJ。幼儿的屏幕时间:亲子因素的复杂作用。[J] .应用开发学报。2015;36:11-17。31. 杜波依斯L, Farmer A, Girard M，等。社会因素和在吃饭和吃零食时看电视与学龄前儿童较高的身体质量指数有关。中华卫生杂志，2008;11:1267-1279。32. 奥伦迪克TH，戴维斯TE。特定恐惧症的单次治疗:Öst儿童和青少年单次暴露的回顾。中国生物医学工程学报，2013;42(2):775 - 783。
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Pub Date : 2017-11-01DOI: 10.1097/DBP.0000000000000531
T. Chorbadjian, D. Vanderbilt
juvenile justice. Prof Psychol Res Pract. 2008;39:396–404. 18. Briggs R, German M, Schrag-Hershberg R, et al. Integrated pediatric behavioral health: implications for training and intervention. Prof Psychol Res Pract. 2016;47:312–319. 19. Brown JD, King MA, Wissow LS. The central role of relationships to trauma-informed integrated care for children and youth. Acad Pediatr. 2017;17:S94–S101. 20. Olsson MB, Hwang CP. Depression in mothers and fathers of children with intellectual disability. J Intellect Disabil Res. 2001;45:535–543. 21. Hinojosa MS, Hinojosa R, Fernandez-Baca D, et al. Parental strain, parental health, and community characteristics among children with attention deficit-hyperactivity disorder. Acad Pediatr. 2012; 12:502–508.
少年司法。心理学教授与实践。2008;39:396-404。18. Briggs R, German M, Schrag-Hershberg R，等。综合儿科行为健康:培训和干预的意义。心理学教授与实践。2016;47:312-319。19. Brown JD, King MA, Wissow LS。关系对儿童和青少年创伤知情综合护理的核心作用。中华儿科杂志，2017;17:S94-S101。20.黄cp。智力障碍儿童父母抑郁的研究。[J]智障杂志，2001;45(5):535 - 543。21. Hinojosa MS, Hinojosa R, Fernandez-Baca D，等。注意缺陷多动障碍儿童的父母压力、父母健康和社区特征儿科院士，2012;12:502 - 508。
{"title":"Child Temperament: New Thinking About the Boundary Between Traits and Illness","authors":"T. Chorbadjian, D. Vanderbilt","doi":"10.1097/DBP.0000000000000531","DOIUrl":"https://doi.org/10.1097/DBP.0000000000000531","url":null,"abstract":"juvenile justice. Prof Psychol Res Pract. 2008;39:396–404. 18. Briggs R, German M, Schrag-Hershberg R, et al. Integrated pediatric behavioral health: implications for training and intervention. Prof Psychol Res Pract. 2016;47:312–319. 19. Brown JD, King MA, Wissow LS. The central role of relationships to trauma-informed integrated care for children and youth. Acad Pediatr. 2017;17:S94–S101. 20. Olsson MB, Hwang CP. Depression in mothers and fathers of children with intellectual disability. J Intellect Disabil Res. 2001;45:535–543. 21. Hinojosa MS, Hinojosa R, Fernandez-Baca D, et al. Parental strain, parental health, and community characteristics among children with attention deficit-hyperactivity disorder. Acad Pediatr. 2012; 12:502–508.","PeriodicalId":15655,"journal":{"name":"Journal of Developmental & Behavioral Pediatrics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85878512","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 : 2017-09-01DOI: 10.1097/DBP.0000000000000472
L. Copeland
This book by national experts lives up to its title. It is practical, well organized, and well referenced. Primary care is emphasized in pediatric prevention, detection, and intervention for developmental–behavioral problems in private and public health settings. Care coordination and evidence-based methods for early detection and screening are reviewed. Useful appendices cover topics ranging from preventive health visit forms to judging training effectiveness to teaching developmental milestones. Particularly useful is the initial navigation guide locating specific topics in the book. Web pages for chapter subjects and links to professional and parenting websites abound, with helpful downloadable materials. Chapters open with a list of highlights and a relevant glossary. “Red flag” tables are succinct and instructive. Background is given showing cost savings from quality early intervention versus the huge cost of underdetection of developmental problems. Evidence is presented on the ineffectiveness of informal approaches for developmental screening, setting the foundation for scientific yet practical measurement approaches. Several quick broad-band screening tools (e.g., Ages and Stages Questionnaire-3, the PEDS: Developmental Milestones), autism-specific screeners such as the Modified Checklist for Autism in Toddlers (MCHAT), and other accepted tools are reviewed. Interpreting results, making needed referrals and follow-up plans are well explained. Federal and state laws including the Individuals with Disabilities Education Act (IDEA) and Early and Periodic Screening, Diagnosis, and Testing (EPSDT) are related to local impact. Key subtitles such as “Here’s what providers need to know and do” document practical steps. How Part C eligibility for early intervention varies across states is discussed, with needed referral steps and agency contact websites for programs such as Birth to Three. Although acknowledging the reality of 15minute well visits, there is a resounding shout-out for how much can be done in just 3 of those minutes to address developmental issues. Family focus is embedded throughout the book, but family needs are particularly explored in midchapters. How to prepare parents for the early detection process is discussed, including how to clarify billing and any denied claims. Sample cover letters model optimal parent literacy level. Collaboration between stakeholders is emphasized for best child outcomes. Developmental promotion pearls are offered. Thought-provoking case presentations bring the material to life. Models are given for clear, supportive statements to give difficult news while encouraging parental follow-through. Issues of unique populations such as older children are not forgotten. Screening tools discussed for older children include mental health screening, use of diagnostic attention-deficit hyperactivity disorder scales, academic measures such as the Safety Word Inventory and Literacy Screener (SWILS), and academic te
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