Podcasts about behavioral pediatrics

Episode 191: Diagnosis of ADHDFuture Dr. Granat explains how to diagnose Attention Deficit Hyperactivity Disorder. She explained the influence of social media in increasing awareness of ADHD. Dr. Arreaza added input about the validated tools for ADHD diagnosis and highlighted the importance of expert evaluation for the diagnosis of this disorder.  Written by Yen Stephanie Granat, MSIV. Ross University School of Medicine. Comments and editing by Hector Arreaza, MD.You are listening to Rio Bravo qWeek Podcast, your weekly dose of knowledge brought to you by the Rio Bravo Family Medicine Residency Program from Bakersfield, California, a UCLA-affiliated program sponsored by Clinica Sierra Vista, Let Us Be Your Healthcare Home. This podcast was created for educational purposes only. Visit your primary care provider for additional medical advice.Steph: I love podcasts—many of us do—and if you, like me, spend any amount of your leisure time listening to podcasts, perusing the news, or scrolling social media; you've likely noticed an alarming trend in the number of discussions we seem to be having about ADHD. It has grown into a very hot topic over the past couple of years, and for some of us, it seems to have even begun sneaking into our “recommended videos” and across our news feeds! Naturally, for the average person this can spur questions like:“Do I have ADHD? Do we all have it? How can I be certain either way, and what do I do if I find myself relating to most of the symptoms that I'm seeing discussed?”Granted that there is a whirlpool of information circulating around this hot topic, I was hoping to spend a bit of time clearly outlining the disorder for anyone finding themselves curious. I believe that can best be achieved through outlining a clear, concise, and easy-to-understand definition of what ADHD is; outlining what it is not; and helping people sift through the fact and the fiction. As with many important things we see discussed on the internet, we're seeing is that there is much more fiction than fact. Arreaza: I'm so glad you chose this topic! I think it is challenging to find reliable information about complex topics like ADHD. Tik Tok, Instagram and Facebook are great social media platforms, but we have to admit that fake news have spread like a fire in recent years. So, if you, listener, are looking for reliable information about ADHD, you are in the right place. With ADHD, there aren't any obvious indicators, or rapid tests someone can take at home to give themselves a reliable “yes” or “no” test result. People's concerns with ADHD are valid, and important to address, so we will discuss the steps to identify some of signs and symptoms they are seeing on TikTok or their favorite podcaster. Steph: Healthcare anxiety is a vital factor to consider when it comes to large cultural conversations around our minds and bodies; so, I hope to sweep away some of the misconceptions and misinformation floating around about ADHD. In doing so, I want to help alleviate any stress or confusion for anyone finding themselves wondering if ADHD is impacting their lives! We might even be able to more accurately navigate these kinds of “viral topics” (for lack of a better term) next time we see them popping up on our news feeds.Arreaza: The first thing I want to say about ADHD is “the crumpled paper sign.”Steph: What is that?Arreaza: It is an undescribed sign of ADHD, I have noticed it, and it is anecdotal, not evidence based. When I walk into a room to see a pediatric patient, I have noticed that when the paper that covers the examination table is crumpled, most of the times it is because the pediatric patient is very active. Then I proceed to ask questions about ADHD and I have been right many times about the diagnosis. So, just an anecdote, remember the crumpled paper sign.  Steph: When you have patients coming to you asking for stimulants because they think they have ADHD, hopefully, after today, you can be better prepared to help those patients. So, for the average person—anyone wanting to be sure if this diagnosis applies to them—how can we really know?”Arreaza: So, let's talk about diagnosis.Steph: Yes, the clearest information we have is the DSM-5, which defines these disorders, as well as outlines the specific criteria (or “checkpoints”) one needs to meet to be able to have a formal diagnosis. However, this manual is best utilized by a trained professional—in this case, a physician—who can properly assess your signs and symptoms and give you a clear answer. Steph: ADHD stands for Attention Deficit Hyperactivity Disorder. It is among the most common neurodevelopmental disorders of childhood. That is not to say it does not affect adult—it does—and because it can be easy to miss, it's very possible for someone to have ADHD without knowing. Arreaza: I recently learned that ADD is an outdated term. Some people with ADHD do not have hyperactivity but the term still applies to them. Steph: Yes, there are multiple types that I will explain in just a bit. But overall the disorder is most simply characterized by a significant degree of difficulty in paying attention, controlling impulsive behaviors, or in being overly active in a way that the individual finds very difficult to control. (CDC)Arreaza: How common is ADHD?Steph: The most recently published data from The CDC estimates that 7 million (11.4%) of U.S. children between the ages of 3 and 17 have been diagnosed with ADHD. For adults, it is estimated that there are 15.5 million (6%) individuals in the U.S. who currently have ADHD. Arreaza: I suspected it would be more than that. [Anecdote about Boy Scout camp]. Steph: I totally agree. With short videos on TikTok, or paying high subscription fees to skip ads, it feels like as a society we all have a shorter attention span. Arreaza: Even churches are adapting to the new generation of believers: Shorter sermons and shorter lessons.Steph: When it comes to better understanding these numbers, it's also important to know that there are three distinct presentations of ADHD recognized by The CDC and The World Health Organization. Arreaza: The DSM-5 TR no longer uses the word “subtypes” for ADHD. Instead, it uses the word "presentation" to describe the different ways that ADHD may manifest in a person. That reminded me to update my old DSM-5 manual and I ordered it while reading today about ADHD. This means people with ADHD are no longer diagnosed as having a “subtype”. Instead, they are diagnosed with ADHD and a certain “presentation” of symptoms.Steph: These presentations are:Inattentive TypePeople often have difficulty planning or completing tasksThey find themselves easily distracted (especially when it comes to longer, focus-oriented tasks)They can often forget details and specifics, even with things that are part of their daily routineThis used to be referred to as “ADD” (you'll notice the absence of an “H”, segue).Hyperactive-Impulsive TypePeople often have a sense of intense “restlessness”, noticeable even in calm environments.They tend to be noticeably more talkative, and might often be seen interrupting others, or finishing their sentences.They find significant difficulty in being still for extended periods. Because of this, they are often unable to sit through a movie or class time, without fidgeting or getting up and moving around.With this category of ADHD, we often see an impulsiveness that unwittingly leads to risky behavior. Because of this, accidents and bodily injury are more common in individuals with this type of ADHD.Combined TypeThese are individuals who exhibit symptoms from both “Inattentive” and “Hyperactive-Impulsive” ADHD equally.Some listeners might have noticed that the categories are quite different, meaning that ADHD presents in different ways depending on the person! Two people who have ADHD can be in the same room and have vastly different presentations, whilst still having many of the same types of challenges. You also might have noticed what makes the discussion so interesting to the general public, which is also the thing that makes speaking to a professional to get formally tested so important:The diagnostic criteria rely heavily on patterns of behavior, or external variables; rather than on how a person might feel, or certain measurements taken from lab tests.Arreaza: Diagnosing ADHD requires evaluation by a professional who is properly trained for this. Fortunately, we have tools to assist with the diagnosis. The attention deficit must be noted in more than one major setting (e.g., social, academic, or occupational), that's why the information should be gathered from multiple sources, including parents, teachers, and other caregivers, using validated tools, such as:The Neuropsychiatric EEG-Based ADHD Assessment Aid (NEBA), recommended by the American Academy of NeurologyThe Vanderbilt ADHD Diagnostic Parent Rating Scale (VADPRS) and the Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS), recommended by the Society for Developmental and Behavioral Pediatrics.For adults: The validated rating scales include the Adult ADHD Self-Report Scale (ASRS) and the Conners Adult ADHD Rating Scales (CAARS).Steph: This is important because nearly everyone alive has experienced several, if not most, of these behavioral patterns at least once. Whether or not an individual has ADHD, I'm certain we could all think of moments we've had great difficulty focusing or sitting still. Perhaps some of us are incredibly forgetful, or act more impulsively than the average person might find typical. Getting a professional diagnosis is important because it is in skillfully assessing “the bigger picture” of a person's life, or their patterns of behavior, that a skilled physician, who understands the nuances and complexities in these disorders, can properly tell each of us whether we have ADHD, or not.Essentially, most of us could stand to use a bit more focus these days, but far fewer of us would meaningfully benefit from the kinds of treatments and therapies needed by individuals with ADHD to live healthier, more happy and regulated lives.Arreaza: I had a mother who came to discuss the results of the Vanderbilt Questionnaire. I think she left a little disappointed when she heard that, based on the responses from her and the teacher, her son did not have ADHD. Some kids may have behaviors such as being distracted during a meeting, forgetting about homework or having a lot of energy, but that does NOT mean necessarily that they have ADHD, right?Steph: Absolutely! The important thing to remember here is that these patterns of behavior outlined in the DSM-5 are merely an external gauge for a neurological reality. What the science is showing us is that the brains of people with ADHD are wired differently than that of the more “neurotypical” brain. Much like a check engine light would serve as a signal to a driver that something under the hood needs attention; these patterns of behavior, when they begin impeding our day to day lives, might tell us that it's time to see a professional (whether it be an auto mechanic or a trained physician). I think we all know someone who drives with their check engine light and not a care in the world. Arreaza: How serious/urgent is ADHD? Why should we care to make the diagnosis?Steph: Although we've yet to see anyone incur harm solely from having ADHD, it does lead to quite a range of more serious issues, some of which might prove more urgent. In the cases of ADHD, specifically, what we know is that there is a notable degree of dysregulation in some key neurotransmitters, like dopamine and norepinephrine. More plainly, what we are seeing in the brains of people with ADHD is a disruption, or alteration, of some of the brain's key chemicals.These neurotransmitters are largely responsible for much-needed processes like Motivation, Satisfaction, Focus, Impulse control, even things like energy and feelings of happiness. Many of these things serve as “fuel” for our day-to-day lives; things we'd call our “executive function”.  These are also what prove dysfunctional in those struggling with ADHD. It is in this sense that we might be able to bridge a meaningful gap between ADHD as being seen through patterns of behaviorthat signal a real, neurological reality.Steph: We often hear of the brain referenced as a kind of supercomputer. A more accurate assessment might be that the brain is more of a network of interconnected computers that run different processes and require continual communication with one another for our brain to function properly and seamlessly. What we're seeing in members of the population with this diagnosis, is a significant disruption in these lines of communication. Although this is a very broad oversimplification, for the purposes of our metaphor is to think of it like our brain chemicals getting caught in a traffic jam, or parts of our brain attempting to communicate to one another with poor cell signal. Arreaza: Making the diagnosis is critical to start treatment because having that level of dysfunction sounds like having a very difficult life.Steph: Yeah! I think that's why this conversation matters so much. There's a sense of urgency there, because much of life is, in fact, boring. Things like paying bills, exercising and eating well, work and school—these are all things that are vital to health and wellbeing in day-to-day life; and for the more neurotypical brain, these things might prove occasionally challenging. Yet, they are still doable. For those with ADHD however, this goes far beyond mere boredom or “laziness” (which proves to be a trigger term for many—more on that in just a bit).For folks listening, I wanted to offer some statistics that show why this is such a big concern for the public, whether one has a formal ADHD diagnosis or not. The facts are figures are:Children with ADHD are more than five times as likely as the child without ADHD to have major depression.A significant increase in the prevalence of anxiety is seen in ADHD patients, ranging from 15% to 35%, when accounting for overlap in symptoms.There are significant correlations in youth diagnosed with ADHD, and those diagnosed with what are known as “externalizing disorders”. These are things like Conduct Disorder, Disruptive Mood Dysregulation Disorder, and Oppositional Defiant Disorder.We are seeing a much higher rate of academic problems in kids who have ADHD, like reading disorder, impaired verbal skills, and visual motor integration.We're finding that many, if not most, of these connections are being made after diagnosis. In the case of the “internalized disorders”, like depression and anxiety, we're often seeing years between ADHD diagnoses and the diagnoses of major depressive disorder or anxiety disorders. Given this framework, much of the data is theorized to point towards what we call “negative environmental circumstances”, otherwise known as “ADHD-related demoralization”.For children, this often looks like struggling with sitting still during class, failing to get homework done (because they forgot, or couldn't focus on the tasks at hand), and struggling to focus their attention on what their teacher is saying during lecture. These things often lead to bad grades, discipline or forced time sitting still in detention. This can be seen in more problems at home, with children being disciplined often for behavior that they struggle immensely to control.For adults, this can mean forgetting to pay your bills, missing work meetings, having trouble making appointments, or having difficulty with day-to-day tasks, really anything that requires sustained attention. We often see adults with ADHD who are chasing normalcy with caffeine addictions or even struggling with substance use. Arreaza: Substance use disorder actually can be a way for some people living with ADHD to self-treat their symptoms. Steph: These differences between the individual's experience and the world around them can lead to really powerful feelings of failure or inadequacy. They can affect your social life, your sense of community, and even further limit your capacity to seek help.Literacy in these things is so important—not just for the individual who feels that they may have ADHD, but also for those who are likely to encounter people with ADHD in their own lives. Understanding why some of these patterns pop up, even those who might not have a formal diagnosis, can go a long way to properly approaching these behaviors with success and with empathy.Arreaza: Learning about ADHD is fundamental for primary care doctors. We talked about the high prevalence and the influence of the media in increasing awareness and sometimes increasing public panic. So, we have to be prepared to diagnose or undiagnosed ADHD. Steph: Whether we're the physicians in the room, or the patient in the chair, I think it's important to have a clear understanding of what ADHD is and how it can affect lives. Thanks for listening, I hope we were able to teach you a little more about ADHD. ______________Even without trying, every night you go to bed a little wiser. Thanks for listening to Rio Bravo qWeek Podcast. We want to hear from you, send us an email at RioBravoqWeek@clinicasierravista.org, or visit our website riobravofmrp.org/qweek. See you next week! _______________References:NICHQ-Vanderbilt-Assessment-Scales PDF: https://nichq.org/wp-content/uploads/2024/09/NICHQ-Vanderbilt-Assessment-Scales.pdfADHD: The facts. ADDA - Attention Deficit Disorder Association. (2023, January 11). https://add.org/adhd-facts/American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596.Gnanavel S, Sharma P, Kaushal P, Hussain S. Attention deficit hyperactivity disorder and comorbidity: A review of literature. World J Clin Cases. 2019 Sep 6;7(17):2420-2426. doi: 10.12998/wjcc.v7.i17.2420. PMID: 31559278; PMCID: PMC6745333.Staley BS, Robinson LR, Claussen AH, et al. Attention-Deficit/Hyperactivity Disorder Diagnosis, Treatment and Telehealth Use in Adults — National Center for Health Statistics Rapid Surveys System, United States, October – November 2023. CDC.Gov, MMWR Morb Mortal Wkly Rep 2024;73:890-895.Danielson ML, Claussen AH, Arifkhanova A, Gonzalez MG, Surman C. Who Provides Outpatient Clinical Care for Adults With ADHD? Analysis of Healthcare Claims by Types of Providers Among Private Insurance and Medicaid Enrollees, 2021. J Atten Disord. 2024 Jun;28(8):1225-1235. doi: 10.1177/10870547241238899. Epub 2024 Mar 18. PMID: 38500256; PMCID: PMC11108736. https://pubmed.ncbi.nlm.nih.gov/38500256/Mattingly G, Childress A. Clinical implications of attention-deficit/hyperactivity disorder in adults: what new data on diagnostic trends, treatment barriers, and telehealth utilization tell us. J Clin Psychiatry. 2024;85(4):24com15592. https://www.psychiatrist.com/jcp/implications-adult-adhd-diagnostic-trends-treatment-barriers-telehealth/Didier J. My four kids and I all have ADHD. We need telehealth options. STAT News. Published October 10, 2024. Accessed October 10, 2024. https://www.statnews.com/2024/10/10/adhd-medication-shortage-telehealth-dea-congress/.Hong J, Mattingly GW, Carbray JA, Cooper TV, Findling RL, Gignac M, Glaser PE, Lopez FA, Maletic V, McIntyre RS, Robb AS, Singh MK, Stein MA, Stahl SM. Expert consensus statement for telepsychiatry and attention-deficit hyperactivity disorder. CNS Spectr. 2024 May 20:1-12. doi: 10.1017/S1092852924000208. Epub ahead of print. PMID: 38764385. https://pubmed.ncbi.nlm.nih.gov/38764385/Gabor Maté: The Myth of Normal: Trauma, Illness, and Healing in a Toxic Culture. (2022). Youtube. Retrieved April 27, 2025, from https://www.youtube.com/watch?v=ttu21ViNiC0. Theme song, Works All The Time by Dominik Schwarzer, YouTube ID: CUBDNERZU8HXUHBS, purchased from https://www.premiumbeat.com/.

Send us a textI don't want to bury the lede, so here's the link to the new ROAR@Home online literacy test that your child can take for free! https://roar.stanford.edu/homesignup/The full interview is well worth a listen as well. Dr. Jason Yeatman is an Associate Professor in the Graduate School of Education and Department of Psychology at Stanford University and the Division of Developmental and Behavioral Pediatrics at Stanford University School of Medicine. As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child's experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function.You can read more about Dr. Yeatman at https://psychology.stanford.edu/people/jason-yeatmanDyslexia Journey has conversations and explorations to help you support the dyslexic child in your life. Content includes approaches, tips, and interviews with a range of guests from psychologists to educators to people with dyslexia. Increase your understanding and connection with your child as you help them embrace their uniqueness and thrive on this challenging journey!Send us your questions, comments, and guest suggestions to parentingdyslexiajourney@gmail.comAlso check out our YouTube channel! https://www.youtube.com/@ParentingDyslexiaJourney

Health and Human Services Secretary Robert F Kennedy Jr. recently made a series of remarks about autism. RFK spoke about “severe autism” and said he lamented the difficult lives that people with severe autism have to lead. He even talked about creating a “national autism registry,” although his office later walked back that idea. Meanwhile, researchers — including those within his own agency — are pushing back on a number of claims RFK has made about some of the facts surrounding the condition. This hour, Evan and co-host Sarah Murphy Abbamonte sit down with a local clinician and autism awareness advocates to discuss the facts, their experiences, and the ways that autism has affected them. In studio: Dylan Dailor, autistic self-advocate Jerri Lynn Sparks, autism acceptance, appreciation, awareness, and inclusion advocate for nearly 30 years, and proud mother of a son with autism (and his three siblings) Laura Silverman, Ph.D., associate professor and clinical child psychologist in the Division of Developmental and Behavioral Pediatrics at the University of Rochester Medical Center

There are genetic risks associated with MS, there are demographic risks of experiencing a more severe disease course, and there are also behavioral and lifestyle risks that will increase the chance that someone will be diagnosed with MS. Joining me today to discuss behavioral and lifestyle MS risk factors and how they can be mitigated are Doctor Jared Bruce and Dr. Amanda Bruce. Dr. Jared Bruce is a neuropsychologist and the director of psychiatric research at the University of Missouri-Kansas City School of Medicine. Dr. Amanda Bruce is a clinical psychologist and an assistant professor in the Department of Behavioral Pediatrics at the University of Kansas Medical Center. We're also reviewing the details of the Inflation Reduction Act, which means, beginning in 2025, significantly lower out-of-pocket costs for prescription medications for the quarter-million people with MS who are on Medicare.  We'll tell you about study results for a novel drug that was effective in remyelination and restoring lost function to mice with the mouse model of MS. We'll share the details of a study that shows how specific comorbidities affect specific MS outcomes. We'll review results of a study that shows men with MS who start a high-efficacy disease-modifying therapy experience fewer relapses. And we'll tell you how an artificial intelligence chatbot soundly beat human experts in predicting the results of neuroscience studies. We have a lot to talk about! Are you ready for RealTalk MS??! This Week: Behavioral and Lifestyle risk factors for MS (and how to mitigate them)   :22 It's 2025, and that means significant out-of-pocket savings on prescription medications for people with MS on Medicare  1:20 Novel drug shows effectiveness in remyelination and restoring function in mouse model of MS  3:26 Study shows how specific comorbidities affect specific MS outcomes  5:17 Study shows men on high-efficacy disease-modifying therapies experience fewer MS relapses  8:46 Study shows AI beats human experts in predicting results of neuroscience studies  12:22 Dr. Jared Bruce and Dr. Amanda Bruce discuss behavioral and lifestyle MS risk factors   16:43 Share this episode  32:13 Have you downloaded the free RealTalk MS app?  32:33 SHARE THIS EPISODE OF REALTALK MS Just copy this link & paste it into your text or email: https://realtalkms.com/384 ADD YOUR VOICE TO THE CONVERSATION I've always thought about the RealTalk MS podcast as a conversation. And this is your opportunity to join the conversation by sharing your feedback, questions, and suggestions for topics that we can discuss in future podcast episodes. Please shoot me an email or call the RealTalk MS Listener Hotline and share your thoughts! Email: jon@realtalkms.com Phone: (310) 526-2283 And don't forget to join us in the RealTalk MS Facebook group! LINKS If your podcast app doesn't allow you to click on these links, you'll find them in the show notes in the RealTalk MS app or at www.RealTalkMS.com RealTalk MS on YouTube https://www.youtube.com/@RealTalkMS STUDY: Selective Retinoid X Receptor Agonism Promotes Functional Recovery and Myelin Repair in Experimental Autoimmune Encephalomyelitis https://actaneurocomms.biomedcentral.com/articles/10.1186/s40478-024-01904-x STUDY: Comorbidities and Their Association with Outcomes In the Multiple Sclerosis Population: A Rapid Review https://msard-journal.com/article/S2211-0348(24)00519-4/fulltext STUDY EXPLAINED (Plain English): Comorbidities and Their Association with Outcomes In the Multiple Sclerosis Population: A Rapid Review https://tremlettsmsresearchexplained.wordpress.com/2024/10/29/comorbidities-and-their-association-with-outcomes-in-the-multiple-sclerosis-population-a-rapid-review-explained STUDY: Comparative Effectiveness of High-Efficacy and Moderate-Efficacy Disease-Modifying Agents in Reducing the Annualized Relapse Rates Among Multiple Sclerosis Patients in the United States https://sciencedirect.com/science/article/abs/pii/S0091743524003359 STUDY: Large Language Models Surpass Human Experts in Predicting Neuroscience Results https://nature.com/articles/s41562-024-02046-9 Join the RealTalk MS Facebook Group https://facebook.com/groups/realtalkms Download the RealTalk MS App for iOS Devices https://itunes.apple.com/us/app/realtalk-ms/id1436917200 Download the RealTalk MS App for Android Deviceshttps://play.google.com/store/apps/details?id=tv.wizzard.android.realtalk Give RealTalk MS a rating and review http://www.realtalkms.com/review Follow RealTalk MS on Twitter, @RealTalkMS_jon, and subscribe to our newsletter at our website, RealTalkMS.com. RealTalk MS Episode 384 Guests: Dr. Jared Bruce and Dr. Amanda Bruce Privacy Policy

Did you know that approximately 1 in 5 children experience learning and attention issues, but only a fraction of them receives an official diagnosis? In this episode of the MCG Pediatric Podcast, hosts Rishab Chawla and Dr. Jennifer Poon delve into the topic of Specific Learning Disorders (SLDs). They discuss the prevalence, diagnostic criteria, assessment methods, and treatment interventions for SLDs. The conversation aims to provide a comprehensive understanding of SLDs and highlight the importance of early intervention and support. CME Credit (requires free sign up): Link coming soon! References: Barto, A. The State of Learning Disabilities: Understanding the 1 in 5. Available from: https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/. Dominguez, O. and P. Carugno, Learning Disability, in StatPearls. 2024, StatPearls Publishing: Treasure Island (FL). About learning disorders and disabilities. Available from: https://www.childrenshospital.org/conditions/learning-disorders-and-disabilities. Learning Disabilities: Overview. Available from: https://www.nhs.uk/conditions/learning-disabilities/. Intellectual Developmental Disorder (Intellectual Disability). 2022, American Psychiatric Association. Developmental, A.S.o. and B. Pediatrics, AAP Developmental and Behavioral Pediatrics, ed. R.G. Voigt, et al.: American Academy of Pediatrics. Burns, M.K., et al., Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support, in Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support, S.R. Jimerson, M.K. Burns, and A.M. VanDerHeyden, Editors. 2016, Springer US: Boston, MA. p. 719-732. Health Issues & Treatments for Spina Bifida. 2023; Available from: https://www.cdc.gov/NCBDDD/spinabifida/treatment.html. Leonard, H., et al., A systematic review of the biological, social, and environmental determinants of intellectual disability in children and adolescents. Frontiers in Psychiatry, 2022. 13. Snowling, M.J., A. Gallagher, and U. Frith, Family risk of dyslexia is continuous: individual differences in the precursors of reading skill. Child Dev, 2003. 74(2): p. 358-73. Felitti, V.J., et al., Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 1998. 14(4): p. 245-258. Zarei, K., et al., Adverse Childhood Experiences Predict Common Neurodevelopmental and Behavioral Health Conditions among U.S. Children. Children (Basel), 2021. 8(9). CDC's Developmental Milestones. 2023; Available from: https://www.cdc.gov/ncbddd/actearly/milestones/index.html. Lipkin, P.H., et al., Promoting Optimal Development: Identifying Infants and Young Children With Developmental Disorders Through Developmental Surveillance and Screening. Pediatrics, 2020. 145(1). IEP and 504 plans. Available from: https://www.choa.org/-/media/Files/Childrens/patients/school-program/iep-504-resource-page.pdf?la=en&hash=BF719764C11B474F8659306C061E00FD938CE5D0. Individuals with Disabilities Education Act Sec. 300.8 Child with a disability. 2018. Affects focus, attention and behavior and can make learning challenging. Available from: https://ldaamerica.org/disabilities/adhd/. Sahoo, M.K., H. Biswas, and S.K. Padhy, Psychological Co-morbidity in Children with Specific Learning Disorders. Journal of Family Medicine and Primary Care, 2015. 4(1): p. 21-25. Ee, J., B. Stenfert Kroese, and J. Rose, A systematic review of the knowledge, attitudes and perceptions of health and social care professionals towards people with learning disabilities and mental health problems. British Journal of Learning Disabilities, 2022. 50(4): p. 467-483. From the Boston Globe: "How to Support your Dyslexic Child". 2021; Available from: https://dyslexia.yale.edu/boston-globe-support-dyslexic-child/. Resources https://ldaamerica.org/resources/ American Academy of Pediatrics. https://www.healthychildren.org/English/health-issues/conditions/learning-disabilities/Pages/default.aspx

Dr. Chris McGinnis joins me in Session 266 to talk about his work in Primary Care Behavioral Pediatrics. If you're not sure what that is, don't worry. We go over that right away and learn that this area of work sits in an important and underserved niche: The niche between the general behavioral advice dispensed by pediatricians, and intensive treatment for serious mental health challenges. In a way, this conversation expands on something that Pat Friman brought up in our most recent interview: The idea that BCBAs are uniquely suited to provide families with this type of care. In order to provide direction to those who are interested in doing just this, Chris recently published Introduction to Primary Care Behavioral Pediatrics: A Guide for Behavior Analysts. In our conversation, we covered: ·       His background in Behavioral Pediatrics, including his work at BoysTown (and meeting Pat Friman for the first time). ·       The motivation for writing his book. ·       The reification of psychological terms (see Skinner '45). ·       The myth of the Chemical Imbalance Hypothesis. ·       The range of behavior challenges he sees in his practice. ·       Thoughts on caregiver adherence. ·       The pros and cons of reimbursement practices, including the concierge model he has currently adopted. ·       Chris' study of Trauma-Informed Care. ·       Permissive vs. Authoritative, and how those related to adolescent mental health.... In other words, why parenting is like The Marshmallow Test. ·       Advice for the newly-minted BCBA. This podcast is brought to you by the following: Please welcome our newest sponsor, The New England Center for Children! I am beyond thrilled to partner with one of the oldest and well-respected ABA institutions to help them find staff to continue their mission of supporting individuals with Autism. Learn more about careers at NECC over at necc.org/jobs. ACE Approved CEUs from .... Behavioral Observations. That's right, get your CEUs while driving, walking your dog, doing the dishes, or whatever else you might have going on, all while learning from your favorite podcast guests! HRIC Recruiting. Barb Voss has been placing BCBAs in permanent positions throughout the US for just about a decade, and has been in the business more generally for 30 years. When you work with HRIC, you work directly with Barb, thereby accessing highly personalized service. So if you're about to graduate, you're looking for a change of pace, or you just want to know if the grass really is greener on the other side, head over to HRIColorado.com to schedule a confidential chat right away. The Behavioral Toolbox. thebehavioraltoolbox.com is a new education and training site that my colleagues Anika Costa and Dr. Paulie Gavoni and I have been working on for over two years. We have two courses available: our first course, Ready, Set, Consult! and our newly released course, When Not to FBA: 5 Quick Strategies for Improving Behavior in Classrooms.

In this Complex Care Journal Club podcast episode, Dr. Sarah Sobotka discusses a mixed-methods study with longitudinal assessment of neurodevelopmental profiles of children requiring mechanical ventilation after hospital discharge and perceived influences on development. She describes lessons learned while designing and performing the study, the need for dedicated therapeutic strategies for this patient population, and next steps from this work. SPEAKER Sarah Sobotka, MD, MSCP Assistant Professor Section of Developmental and Behavioral Pediatrics, Department of Pediatrics, University of Chicago HOST Kilby Mann, MD Assistant Professor Pediatric Rehabilitation Medicine Children's Hospital Colorado DATE Initial publication date: June 10, 2024. JOURNAL CLUB ARTICLES Sobotka SA, Lynch E, Liao C, Graham RJ, Msall ME. Autism and neurodevelopmental disability risks in children with tracheostomies and ventilators. Pediatr Pulmonol. 2024 Mar 1. doi: 10.1002/ppul.26921. Epub ahead of print. PMID: 38426806. Sobotka SA, Lynch E, Msall ME, Graham RJ. Early childhood developmental skills of children with tracheostomies and ventilators recently discharged home. Pediatr Pulmonol. 2023 Mar;58(3):853-865. doi: 10.1002/ppul.26265. Epub 2022 Dec 28. PMID: 36448249; PMCID: PMC10680148. TRANSCRIPT Clinicians across healthcare professions, advocates, researchers, and patients/families are all encouraged to engage and provide feedback! You can recommend an article for discussion using this form: https://forms.gle/Bdxb86Sw5qq1uFhW6 Please visit: http://www.openpediatrics.org OPENPediatrics™ is an interactive digital learning platform for healthcare clinicians sponsored by Boston Children's Hospital and in collaboration with the World Federation of Pediatric Intensive and Critical Care Societies. It is designed to promote the exchange of knowledge between healthcare providers around the world caring for critically ill children in all resource settings. The content includes internationally recognized experts teaching the full range of topics on the care of critically ill children. All content is peer-reviewed and open access-and thus at no expense to the user.For further information on how to enroll, please email: openpediatrics@childrens.harvard.edu CITATION Sobotka SA, Mann K. Need for Neurodevelopmental Follow-up for Children with Invasive Mechanical Ventilation. 6/2024. OPENPediatrics. Online Podcast. https://soundcloud.com/openpediatrics/need-for-neurodevelopmental-follow-up-for-children-with-invasive-mechanical-ventilation

Randall Phelps, M.D., Ph.D., is the director of the Fellowship in Developmental Behavioral Pediatrics at Oregon Health & Science University.  An expert in assessing and caring for children with developmental disabilities, Dr. Phelps discusses autism, the diagnoses process, and the importance of time with patients.

In this episode of the podcast, we continue the conversation on Autism Spectrum Disorder with Dr. Ayana Remy, who takes us on a deeper dive into the condition. Dr. Remy explains what ASD really is, debunks misconceptions and shares valuable insights for parents and adults dealing with ASD. Listen, Subscribe & Share Dr. Ayana Remy is a pediatrician and founder and Medical Director of Kiddiatrix. She is passionate about parenting and patient empowerment. She has a solid interest in Developmental Pediatrics and is a member of the Society for Developmental and Behavioral Pediatrics and has experience and specialised training with Autism screening and diagnosis including ADOS 2 and STAT.

Jen and Lindsey talk with Dr. Steph Weber, Clinical Psychologist at the Division of Developmental and Behavioral Pediatrics at Cincinnati Children's Hospital Medical Center. They discuss Dr. Weber's work at the Next Step Clinic for children who have been substance exposed prenatally. For more information go to https://www.nextstepcollaborative.com. 

In Episode 137  Ben talks with Dr. Kat Monlux, a behavior analyst and Associate Professor at Oslo Metropolitan University whose primary areas of study include infants at risk of developmental disorders and behavior-analytic interventions for individuals with Fragile X Syndrome.  In this episode, Ben and Kat dive deep into her research in both areas.    Continuing Education Units (CEUs): https://cbiconsultants.com/shop BACB: 1.5 Learning  IBAO: 1.5 Learning QABA: 1.5 General Links: Loukia Tsami https://www.linkedin.com/in/loukia-tsami-bcba-42538159/ Hayley Neimy https://www.linkedin.com/in/hayley-neimy-phd-bcbad/   Articles Referenced Neimy, H., Pelaez, M., Carrow, J., Monlux, K., & Tarbox, J. (2017). Infants at risk of autism and developmental disorders: Establishing early social skills.Behavioral Development Bulletin, 22(1), 6–22. https://doi.org/10.1037/bdb0000046 Monlux, K.D., Pollard, J.S., Bujanda Rodriguez, A.Y. et al. Telehealth Delivery of Function-Based Behavioral Treatment for Problem Behaviors Exhibited by Boys with Fragile X Syndrome. J Autism Dev Disord 49, 2461–2475 (2019). https://doi.org/10.1007/s10803-019-03963-9 Neimy, H., Pelaez, M., Monlux, K. et al. Increasing Vocalizations and Echoics in Infants at Risk of Autism Spectrum Disorder. Behav Analysis Practice 13, 467–472 (2020). https://doi.org/10.1007/s40617-020-00413-2 Katerina Monlux, Martha Pelaez & Per Holth (2019) Joint attention and social referencing in children with autism: a behavior-analytic approach, European Journal of Behavior Analysis, 20:2, 186-203, DOI: 10.1080/15021149.2019.1644831   Hall, S.S., Monlux, K.D., Rodriguez, A.B. et al. Telehealth-enabled behavioral treatment for problem behaviors in boys with fragile X syndrome: a randomized controlled trial. J Neurodevelop Disord 12, 31 (2020). https://doi.org/10.1186/s11689-020-09331-4 Pelaez, M., Monlux, K. Development of Communication in Infants: Implications for Stimulus Relations Research. Perspect Behav Sci 41, 175–188 (2018). https://doi.org/10.1007/s40614-018-0151-z Martha Pelaez & Katerina Monlux (2017) Operant conditioning methodologies to investigate infant learning, European Journal of Behavior Analysis, 18:2, 212-241, DOI: 10.1080/15021149.2017.1412633   Monlux, Katerina D. MS*; Pollard, Joy S. PhD*,†; Bujanda Rodriguez, Arlette Y. MA*,†; Hall, Scott S. PhD*. Conducting In-Home Functional Analyses of Aggression and Self-Injury Exhibited by Boys with Fragile X Syndrome. Journal of Developmental & Behavioral Pediatrics 43(4):p e237-e245, May 2022. | DOI: 10.1097/DBP.0000000000001019 Vismara, L. A., McCormick, C. E. B., Wagner, A. L., Monlux, K., Nadhan, A., & Young, G. S. (2018). Telehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study. Focus on Autism and Other Developmental Disabilities, 33(2), 67-79. https://doi.org/10.1177/1088357616651064 COPY CITATION    

Join us today as we delve into Pediatric Developmental Milestones with Heidi M. Feldman, PhD, MD, the Ballinger-Swindells Endowed Professor of Developmental and Behavioral Pediatrics at Stanford University. Discover insights on evaluating pediatric development across gross motor, fine motor, language, cognitive, and social-emotional domains. Dr. Feldman will offer guidance on monitoring milestones, provide resources to parents, and discuss emerging trends and advancements. Listen and gain valuable perspectives from a leading expert in the field. Read Transcript CME Information: https://stanford.cloud-cme.com/medcastepisode76 Claim CE and MOC: https://stanford.cloud-cme.com/Form.aspx?FormID=1760

Join Sarah as she meets two awesome physicians from the Division of Developmental & Behavioral Pediatrics (DDBP) at CCHMC! Dr. Cassandra Conrad and Dr. Sara Williams are super neat docs who use their passions to integrate care for their complex patients. DBP is a growing field that achieves an impressive intersection of specialty and primary care in medicine--stay tuned for all their great advice and stories!Please contact either physician for elective rotation info, shadowing, questions, or comments!Dr. Conrad at cassandra.conrad@cchmc.orgDr. Williams at sara.williams3@cchmc.org

My guest is Dr. Damon Korb, a board-certified behavioral and developmental pediatrician and author of an award winning book titled Raising an Organized child. He joins me today to talk about how to raise an organized child when they have ADHD. Damon Korb, M.D., a board-certified behavioral and developmental pediatrician, examines the neurodevelopmental brain functions that determine how a child learns, behaves and socializes. As the clinic director for the Center for Developing Minds, he guides a team of child development experts that care for children and young adults who are struggling. With the recent publication of his award-winning book, Raising an Organized Child, Dr. Korb aims to provide parents with an assortment of tools to help their children develop the skills they need to thrive. Dr. Korb has nearly 30 years of pediatric practice experience, including 25 years focusing on child behavior and development. He is on the Board of Directors for Parents Helping Parents, a past President for the Society of Developmental and Behavioral Pediatrics, and a member of the Adjunct Clinical Faculty at Stanford University School of Medicine.  You can find out more about Dr. Korb at devminds.com. —------ Topics covered in this episode: What is ADHD? The role attention plays in our brain How ADHD may impact a child in school How to help an ADHD child be more organized Parents role to balance failure vs independence with their child Advice for parents around screen time management Tools to help your child with organization Advice to get your child through school while maintaining there well-being —------ For show notes & links, visit: https://nota.fm/ADHDKids   Newsletter Sign up at https://www.adhdkidscanthrive.com/ —------ Thank you for listening!   #adhd #adhd #adhdparent #adhdparentsupport #adhdsupport  #specialeducation #neurodiversity #adhdkid #adhdunderstood #anixous #depressed #neurodivergent #dyslexia #learningdisabilities #metalhealth #mentalhealthadvocate #mentalhealthawareness #backtoschool #organizedchild

In this episode, I'm unpacking the myth that babies should be sleeping through the night. We'll talk about what it means to sleep through the night and what the research actually says around waking and sleeping through. Next time you get one of those “but shouldn't they be sleeping through the night by now” comments, you'll know just what the truth actually is.Resources Related to this EpisodeDevelopmental Sleep Expectations blog post (lots of citations): https://intuitiveparentingdc.com/blog/2018/7/6/developmentally-appropriate-sleep-expectations-birth-to-age-5Study CitationsHoyniak, CP, Bates, JE, Staples, AD, Rudasill, KM, Molfese, DL, Molfese, VJ.  (2019.) Child sleep and socioeconomic context in the development of cognitive abilities in early childhood.  Child Development, 1718-1737.Hysing PhD, M., Harvey PhD, A. G., Torgersen PhD, L., Ystrom PhD, E., Reichborn-Kjennerud PhD, T., & Sivertsen PhD, B. (2014). Trajectories and Predictors of Nocturnal Awakenings and Sleep Duration in Infants. Developmental & Behavioral Pediatrics, 309-316.Paavonen, E. J., Saarenpaa-Heikkila, O., Morales-Munoz, I., Virta, M., Hakala, N., Polkki, P., Karlsson, L. (2020). Normal sleep development in infants: findings from two large birth cohorts. Sleep Medicine, 145-154.Pennestri, M. H., Burdayron, R., Kenny, S., Béliveau, M. J., & Dubois-Comtois, K. (2020). Sleeping through the night or through the nights? Sleep Medicine, 76, 98-103.Connect with KimInstagram: instagram.com/intuitive_parenting_dcFacebook:  facebook.com/intuitiveparentingdcLearn more about working with Kim: https://intuitiveparentingdc.com/

Seeking a more child-centered approach to therapy for your autistic child? Today we sit down with Dr. Rick Solomon, Founder of The PLAY Project, an evidence-based intervention complementary to ABA, with a parent-implemented autism intervention model, and take a closer look at this innovative therapy. Over the last 25 years, Dr. Rick has served as the Medical Director of The Ann Arbor Center for Developmental and Behavioral Pediatrics. His book, Autism: The Potential Within, describes his clinical approach to helping young autistic children. You can follow Dr. Rick on social media: Facebook & Instagram @PLAYprojectASD LinkedIn @richard-solomon-6a4a006 Free Resources available on his website: www.theplayproject.org Our listeners also get 25% off of Dr. Rick's book, Autism The Potential Within with coupon code 25OFF Listeners can also take advantage of a discount for his upcoming August 2023 Intensive Workshop Online for $195 with code IWOParent

Join Hayley and Matthew, an autism sibling duo, as they dive into what others need to know about how to interact with those on the autism spectrum, where to find resources, and how to navigate adult life with an autism diagnosis.In this episode, Hayley and Matthew speak with Dr. Susan Wiley. Dr. Wiley is Matthew's former doctor, a developmental pediatrician, and is the director of the Division of Developmental and Behavioral Pediatrics at Cincinnati Children's Hospital. 

Dr. Lisa Heidi Shulman M.D. is a Professor Pediatrics at the Albert Einstein College of Medicine at the Children's Hospital at Montefiore. A Developmental Pediatrician with over 30 years at the institution, Dr. Shulman is the Director of Autism Services, and interim Director of the Rose F. Kennedy Children's Evaluation & Rehabilitation Center at Montefiore. She also directs the Leadership Education in Neurodevelopmental and related Disabilities grant through Maternal and Child Health Bureau.Dr. Shulman currently serves on the Autism Sub-committee of the National AAP Council on Children with Disabilities, serving on the Education, Learn the Signs Act Early, and Payer Advocacy Committees. From 2016-2019 she served as the Centers for Disease Control Act Early Ambassador to New York State.A graduate of Brown University and University of Pennsylvania School of Medicine. She is board-certified in Pediatrics and Developmental and Behavioral Pediatrics. Her clinical and research interests include: early identification of autism, overcoming healthcare disparities in autism diagnosis, and follow up of children with an early diagnosis of Autism. _______________________________________________________ Related Episodes: On the Spectrum: All About Autism with Dr. Devorah Segal | JOWMA Podcast https://podcasters.spotify.com/pod/show/jowma/episodes/On-The-Spectrum-All-About-Autism-With-Dr--Devorah-Segal-e1eqv4u Uniquely Human with Dr. Barry Prizant, PhD, CCC-SLP | JOWMA Podcast https://open.spotify.com/episode/2micH8mmCnbAffltumUVUS?si=bf8695c683444b56 "If you've met one individual with autism, you've met one individual with autism." The Journey of Dr. Stephen Shore, Autistic Professor of Special Education | JOWMA Podcast https://spotifyanchor-web.app.link/e/w6iz8ynG9yb Ask The Expert: ADHD and Autism, Q &A with Developmental-Behavioral Pediatrician Dr. Amir Miodovnik | JOWMA Podcast https://spotifyanchor-web.app.link/e/CTzR1UxG9yb _______________________________________________________ Become a JOWMA Member! www.jowma.org  Follow us on Instagram! www.instagram.com/JOWMA_org  Follow us on Twitter! www.twitter.com/JOWMA_med  Follow us on Facebook! https://www.facebook.com/JOWMAorg/ Stay up-to-date with JOWMA news! Sign up for the JOWMA newsletter! https://jowma.us6.list-manage.com/subscribe?u=9b4e9beb287874f9dc7f80289&id=ea3ef44644&mc_cid=dfb442d2a7&mc_eid=e9eee6e41e

In Session 221, I had the opportunity to talk with Melissa Willa and Colin Davitian. These guys are a husband and wife team who founded the ABA provider, Kyo, formerly known as the Gateway Learning Group. Our conversation focused on two hot-button topics when it comes to providing services to individuals with Autism: Treatment Dosage and Value Based Care. With regard to the former, Melissa and Colin, along with their colleagues, conducted a retrospective analysis of treatment outcomes for learners in under their care. In doing so, they looked at the role that treatment dosage had on their overall progress, as measured by standardized assessments. You may already be wondering what they found, so don't worry, we get into that and lots more in this episode. We also try to place their findings in the context of existing studies that examined the relationship between treatment dosage and treatment outcomes. As I mention during the interview, there's lots of discussion of this topic that's happening, particularly in the various ABA social media groups, and as is true with so many other things, it's refreshing to elevate the discourse by looking at empirical analyses as opposed to anecdotal observations and hunches. If you're a clinical director or practice owner who's also interested in this topic, Melissa and Colin suggest strategies for mining the data you probably already have access to via client electronic health records. Towards the end of the podcast, we turned our attention to Value Based Care. Colin and Melissa define what that is, and contrast it with the more traditional fee-for-service approach for health care reimbursement. Not to spoil the punchline here, but these guys seemed pretty bullish on the potential for shifting Autism services to a Value Based Care model. As a sidetone, for a longer discussion on the topic of VBC, check out Session 194 with Amanda Ralston. I have other guests that I've been meaning to bring on to talk about this as well. Lastly, I want to thank Melissa and Colin for patiently responding to all of my “yeah, but…” questions. Even though I don't personally provide services in an insurance funded model, I am old enough to remember the days when accessing ABA services was next to impossible due to the lack of both funding and providers, so I'm fairly reluctant to cede ground as it relates to how many hours individuals can receive authorization for, and my line of questioning most likely revealed this. I've also seen cases where learners have received very intensive early intervention, and made so much progress that they entered kindergarten with little to no supports. As such, I think it's fair to say that I had some level of bias heading into this conversation. Long story short, these are complicated topics, and whether you agree or disagree with the findings we discuss in this episode, I think you'll find the conversation thought provoking. Lastly, if you want to read up on this topic in more detail, I have several of the articles we referenced in this episode's show notes. I also have Melissa and Colin's LinkedIn profiles, so I'd encourage you to connect with them if you have questions or thoughts about these topics. To learn more about Kyo or to connect with Colin and Melissa: www.kyocare.com Melissa Willa - LinkedIn Colin Davitian - LinkedIn Here are some links to studies we directly or indirectly referred to in this episode: Ostrovsky, A., Willa, M., Cho, T. et al. Data-driven, client-centric applied behavior analysis treatment-dose optimization improves functional outcomes. World J Pediatr (2022). Rogers SJ, Yoder P, Estes A, Warren Z, McEachin J, Munson J, et al. A Multisite Randomized Controlled Trial Comparing the Effects of Intervention Intensity and Intervention Style on Outcomes for Young Children With Autism. J Am Acad Child Adolesc Psychiatry. 2021;60(6):710-22. Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, meta-regression and dose–response meta-analysis of multiple outcomes. Clinical Psychology Review, 30, 387-399. Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: Replication of the UCLA model in a community setting. Developmental and Behavioral Pediatrics, 27, S145-S155.  Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism: A 1-year comparison controlled study. Behavior Modification, 26, 46-68.  Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359-383  This podcast is brought to you by the following sponsors: How to ABA - their goal is to make you feel supported and confident while helping your clients make real progress! In their membership community, you will find all the assessments, programs, data sheets, and materials you need so that your job is just a little easier. To learn more about their thriving and supportive online community, CEU events, support materials, and more, go to howtoaba.com/join, and use code BOP at checkout to get 10% off a yearly subscription. ACE Approved CEUs from .... Behavioral Observations. That's right, get your CEUs while driving, walking your dog, doing the dishes, or whatever else you might have going on, all while learning from your favorite podcast guests! HRIC Recruiting. Barb Voss has been placing BCBAs in permanent positions throughout the US for just about a decade, and has been in the business more generally for 30 years. When you work with HRIC, you work directly with Barb, thereby accessing highly personalized service. So if you're about to graduate, you're looking for a change of pace, or you just want to know if the grass really is greener on the other side, head over to HRIColorado.com to schedule a confidential chat right away.

Ran D. Anbar, MD, FAAP, is board certified in both pediatric pulmonology and general pediatrics, offering hypnosis and counseling services at Center Point Medicine in La Jolla (La HOY-A, I figured it out, thank you very much), California, and Syracuse, New York. Dr. Anbar is also a fellow and approved consultant of the American Society of Clinical Hypnosis. Dr. Anbar is a leader in clinical hypnosis, and his 20 years of experience have allowed him to successfully treat over 5,000 children. He also served as a professor of pediatrics and medicine and the director of pediatric pulmonology at SUNY Upstate Medical University in Syracuse, New York, for 21 years. Dr. Anbar also worked as a guest editor and advisory editor for the American Journal of Clinical Hypnosis. His experience has offered him the opportunity to direct and co-direct more than 20 clinic workshops on the subject of pediatric hypnosis. Additionally, he has trained more than a thousand healthcare providers and lectured all over the world. In addition to his teaching and lecturing experiences, Dr. Anbar has been the principal investigator in 10 published case studies of pediatric hypnosis and involved in research trials of children with cystic fibrosis and other pulmonary disorders. He is a published author of more than 50 articles, abstracts, and book chapters on pediatric functional disorders and pediatric hypnosis. Graduating from the University of California-San Diego with undergraduate degrees in biology and psychology, Dr. Anbar earned his medical degree from the University of Chicago Pritzker School of Medicine. He completed his pediatric residency and pediatric pulmonary fellowship training at the Massachusetts General Hospital and Harvard Medical School in Boston. Dr. Anbar received training in hypnosis from the Society of Developmental and Behavioral Pediatrics and the American Society of Clinical Hypnosis. In this episode, Dr. Anbar and I talk about what clinical hypnosis actually is compared to what you might see in popular culture, amazing stories of hypnosis in use, how trauma and hypnosis can intersect, and how it can be used for healing. For more information about Dr. Anbar, visit https://centerpointhypnosis.com/dr-anbar. Follow me @joshkorac on TikTok, Instagram, and YouTube for video clips, podcast previews, and more mental health content! If you are in a mental health crisis, please call 988 or go to your nearest emergency room. If you are from Colorado and are interested in scheduling a session, please reach out at sojourncounselingco.com/josh or josh@sojourncounselingco.com.

More information, bios, resources, and transcripts available at: https://adalive.org/episodes/episode-113/ The American social reformer and clergyman Henry Ward Beecher once said, “We never know the love of a parent till we become parents ourselves.” Families come in many forms and in the United States, nearly 10% of children live with a parent with a disability. Join us for an engaging conversation on parenting with a disability and a new book on the topic, “A Celebration of Family: Stories of Parents with Disabilities,” with our four guests: Dave Matheis, Kentucky Coalition for the Rights of Parents with Disabilities Jason Jones, Disability Specialist, Human Development Institute, University of Kentucky Kimberly Tissot, President and Chief Executive Officer, ABLE-South Carolina Kara Ayers, PhD. Associate Professor, Associate Director, University of Cincinnati Center for Excellence in Developmental Disabilities (UCCEDD), Cincinnati Children's Hospital Medical Center, Division of Developmental and Behavioral Pediatrics.

ABA has essentially become synonymous with treatment of ASD, and medically speaking, nothing else despite a wide-array of possibilities. Insurance mandates have now existed in many states across the United States for 10 or more years, but are specific to ABA as a recommended treatment for ASD. In this episode, Mike and Dan guide us through the idea of 're-specialization' for the ABA field, toward greater utility. Specifically, as inspired by Patrick Friman's 2010 publication on bringing ABA to the mainstream, expanding the utility of applied behavior analysis into a primary care role, while preserving and expanding  our current expertise, serve as the main ingredients for this delightfully informative and prospectively delicious brew. Sit back, relax, and imbibe this stimulating libation of ABA on Tap. And of course-- always, always, analyze responsibly. And if you are ready to start your own podcast today, please try Buzzsprout by following the link below.https://www.buzzsprout.com/?referrer_id=721496

Neste episódio piloto Leonor de Oliveira (aka Pronto a Despir) aborda temas gerais da educação sexual e do prazer. Foca-se em especial nas designações que utilizamos para descrever genitais e como impactam a relação com a nossa sexualidade. Expõe brevemente o estado da educação sexual em Portugal e discute como a educação se intersecta com a obtenção de prazer sexual. Para isto conta com intervenções de Vânia Beliz (@vaniabelizsexologia) e Carmo Gê Pereira (@carmogepereira), sexólogas e educadoras sexuais.Durante o episódio fazemos referência ao levantamento de Jonathan Green de vocábulos para pénis e para vagina, a que podem aceder aqui (https://timelinesofslang.com/penisct.html) e aqui (https://timelinesofslang.com/vaginact.html).Como levamos a ciência e a creditação muito a sério podem encontrar as referências bibliográficas mais relevantes para este episódio depois dos créditos.Obrigada à Quycky por patrocinar este episódio. A Quycky é uma aplicação de dating e gaming que te dá pontos para gastar em produtos que contribuem para o bem-estar sexual. Vê mais em quycky.com. Podes seguir a Quycky no Instagram em @quyckyapp e no Tik Tok @quycky.A Leonor está no Instagram em @prontoadespir

Listen as Dr. Megan Pesch shares her journey to becoming a parent advocate and a researcher in Cytomegalovirus (also called CMV). Dr. Pesch is an Assistant Professor of Developmental and Behavioral Pediatrics at the University of Michigan where she is the Director of the Congenital CMV Developmental Follow-up Clinic. Dr. Pesch completed her medical school training, residency, and fellowship at the University of Michigan. She is board certified in Developmental and Behavioral Pediatrics and serves as the President-elect of the National CMV Foundation. Dr. Pesch's youngest daughter has a profound bilateral sensorineural hearing loss from congenital CMV and this led to her involvement in national advocacy efforts to ensure that all newborns receive CMV screening.  Dr. Pesch's clinical interests include the early diagnosis and treatment of congenital CMV using a multidisciplinary approach with a focus on family care and support, while her research focuses on healthcare provider practices around congenital CMV diagnosis and management and understanding the relationship between autism and CMV.   The month of June is CMV awareness month. Please visit the National CMV foundation to learn more about advocacy efforts in CMV in your area and how you can support NBS for CMV.   Learn more about Dr. Megan Pesch and her advocacy effort on newborn screening for CMV: https://ihpi.umich.edu/our-experts/pesch https://www.nationalcmv.org   Podcast Interview Question with Dr. Megan Pesch. You are currently an Assistant Professor of Developmental and Behavioral Pediatrics and the Director of the Congenital CMV Developmental Follow-up Clinic at the University of Michigan. Can you tell our listeners more about CMV and how it impacts mothers, their babies and families? (perhaps, talk about the differences between prenatal CMV and neonatal congenital CMV)? You are a clinician and a researcher, and lead efforts in the Pesch Lab at Michigan Medicine at the University of Michigan! One of your projects brings together a multidisciplinary group of health care providers to refer infants who fail their newborn hearing screen for congenital cytomegalovirus testing. Tell us more about this important project and explain how you got involved in newborn screening research? Currently, there is no standard of care or routine screening for newborns for congenital cytomegalovirus at birth. What can parents do if they suspect their baby has CMV? (perhaps discuss the Alethia CMV Assay Test System) What is hearing targeted early cytomegalovirus (HT-CMV) screening? One of your current studies seeks to understand the possible connection between exposure to CMV during pregnancy and the later risk of autism. Can you tell us more about this effort? What are you hoping to learn? What is the biological pathway? You are also the President-elect of the National CMV Foundation. What are some of the current activities or programs that people can get involved in your advocacy efforts? What are the recent advocacy efforts to support newborn screening for CMV? Is it currently being reviewed to be added to the RUSP? Are you involved in training the next generation of pediatricians, and what do you tell them about newborn screening research? You are busy as a clinician, researcher, advocate, and parent. Do you have any stories of inspiration that keep you going? What does NBS research mean to you? To learn how NBSTRN can help your research in newborn screening, visit www.nbstrn.org  

Dr. Jenks and Khaliah chat with Dr. Megan Pesch, President-Elect of the National CMV Foundation during Developmental Disabilities Awareness Month. Dr. Pesch is an Assistant Professor of Developmental and Behavioral Pediatrics at the University of Michigan where she is the Director of the Congenital CMV Developmental Follow-up Clinic. Tune in to learn more about how CMV can cause developmental disabilities, navigating care after a developmental disability diagnosis, and how the Foundation is working to increase awareness of developmental disabilities.

As autism rates have crept upward year after year, it has become common to shrug off the scorching numbers as little more than artifacts of "better awareness" or "diagnostic substitution." But the overwhelming weight of evidence suggests that the increase is real, the result of increasingly common neurodevelopmental disability, and not mere diagnostic shifts. NCSA President Jill Escher discusses this phenomenon with guests Walter Zahorodny, PhD, Associate Professor of Pediatrics, Rutgers University Medical School, and Josephine Shenouda, co-investigator of the Autism and Developmental Disabilities Monitoring Network in New Jersey. Highlights: • Using stable, reliable, consistent methodologies, autism rates have been seen to climb from less than 1% to more than 5-7% in metropolitan New Jersey, over about 20 years. • The increasing rates are not subtle nor confined to certain populations or areas. • Defying expectations, autism prevalence increases about 11% a year in the U.S., and rates have still not plateaued. • The findings reflect cases of serious underlying functional disability easily recognized by educators and health providers, and not mere differences or traits of autism. • There is no evidence that better detection or surveillance is leading to the growing numbers; there is no evidence of an undetected horde of adults that would have qualified as autistic under the criteria. • Comparing apples:apples, eg, just those with autism and intellectual disability, that population itself has increased dramatically; it's not just mild cases. Autism with ID is about 30-40% of cases. Most cases in the New Jersey studies would satisfy the DSM-IV criteria for "Autistic Disorder." • About 20% of children with autism in New Jersey are not officially diagnosed by age 8. • There is no evidence that in-migration to New Jersey has caused the increasing rates. • Most CDC ADDM sites are underestimating autism prevalence. • Vaccination is not linked to autism risk, and other environmental factors that have thus far been explored cannot explain the increase in autism, though some factors such as adverse perinatal events (like prematurity) contribute to some degree. • Diagnostic substitution, such as with intellectual disability, cannot explain the increasing rates. • Genetic hypotheses attract the bulk of funding but explain little about autism. • Autism screening using a simple 10-question parent survey they developed is 85% effective at detecting autism at 18-36 months. This can reduce disparities and increase access to intervention. • Understanding the true prevalence of autism is absolutely foundational to inform policy: programs, staffing, budgets. Yet we are operating on wildly outdated assumptions about autism rates. Links: Autism in California 2020: A Report to the Public. Shenouda J, Barrett E, Davidow AL, Halperin W, Silenzio VM, Zahorodny W. Prevalence of autism spectrum disorder in a large, diverse metropolitan area: Variation by sociodemographic factors. Autism Research. 2022 Jan;15(1):146-55. Zahorodny W, Shenouda J, Mehta U, Yee E, Garcia P, Rajan M, Goldfarb M. Preliminary evaluation of a brief autism screener for young children. Journal of Developmental and Behavioral Pediatrics. 2018 Apr;39(3):183.

Ran D. Anbar, MD, FAAP, is board certified in both pediatric pulmonology and general pediatrics, offering hypnosis and counseling services at Center Point Medicine in La Jolla, California, and Syracuse, New York. Dr. Anbar is also a past president, fellow and approved consultant of the American Society of Clinical Hypnosis.  Dr. Anbar is a leader in clinical hypnosis, and his 25 years of experience have allowed him to successfully treat over 7,000 children. He also served as a professor of pediatrics and medicine and the director of pediatric pulmonology at SUNY Upstate Medical University in Syracuse, New York, for 21 years. Dr. Anbar also worked as a guest editor and advisory editor for the American Journal of Clinical Hypnosis. His experience has offered him the opportunity to direct and co-direct more than 20 clinical workshops on the subject of pediatric hypnosis. Additionally, he has trained more than a thousand healthcare providers and lectured all over the world.  In addition to his teaching and lecturing experiences, Dr. Anbar has been the principal investigator in 10 published case studies of pediatric hypnosis and involved in research trials of children with cystic fibrosis and other pulmonary disorders. He is a published author of more than 50 articles, abstracts, and book chapters on pediatric functional disorders and pediatric hypnosis.  Graduating from the University of California-San Diego with undergraduate degrees in biology and psychology, Dr. Anbar earned his medical degree from the University of Chicago Pritzker School of Medicine. He completed his pediatric residency and pediatric pulmonary fellowship training at the Massachusetts General Hospital and Harvard Medical School in Boston. Dr. Anbar received training in hypnosis from the Society of Developmental and Behavioral Pediatrics and the American Society of Clinical Hypnosis. Today we are focused on Dr. Anbar's book - Changing Children's Lives with Hypnosis: A Journey to the Center Thanks for listening. But wait... Could you do me a favor? Please go to my website at https://www.stevenmiletto.com/reviews/ or open the podcast app that you are listening to me on and would you rate and review the podcast? That would be Awesome. Thanks! Ready to start your own podcast? Podbean is an awesome host. I have been with them since 2013. Go to https://www.podbean.com/TLLK12 to get 1 month free of unlimited hosting for your new podcast.  Remember to take a look at NVTA (National Virtual Teacher Association) The NVTA Certification Process was created to establish a valid and reliable research-based teacher qualification training process for virtual teachers to enhance their teaching and develop their ongoing reflective skills to improve teaching capacity. NVTA is an affiliate sponsor of Teaching Learning Leading K12, by following the link above if you purchase a program, Teaching Learning Leading K12 will get a commission and you will help the show continue to grow.  Don't forget to go to my other affiliate sponsor Boone's Titanium Rings at www.boonerings.com. When you order a ring use my code - TLLK12 - at checkout to get 10% off and help the podcast get a commission. Oh by the way, you can help support Teaching Learning Leading K12 by buying me a soft drink (actually making a donation to Teaching Learning Leading K12.) That would be awesome! You would be helping expand the show with equipment and other resources to keep the show moving upward. Just go to https://www.buymeacoffee.com/stevenmiletto Thanks! Connect & Learn More: https://centerpointhypnosis.com/ https://www.amazon.com/Changing-Childrens-Lives-Hypnosis-Journey/dp/1538153661 https://wgntv.com/news/wgn-news-now/pediatric-doctor-touts-the-healing-power-of-hypnosis/ https://www.barnesandnoble.com/w/changing-childrens-lives-with-hypnosis-ran-d-anbar/1139609626?ean=9781538153666 https://www.warwicks.com/book/9781538153666

We've already covered a couple of episodes on sleep, including the https://yourparentingmojo.com/captivate-podcast/sleep/ (cultural issues associated with sleep), then more recently we talked with https://yourparentingmojo.com/captivate-podcast/restedchild (Dr. Chris Winter about his book The Rested Child) where we looked at sleep issues in older children.   But if you have a young child who isn't sleeping well, from the baby stage all the way up to about preschool, this episode is for you!  My guest is Macall Gordon, senior lecturer in the Department of Psychology at Antioch University Seattle, and who has studied young children's sleep for 20 years.  She's particularly interested in the intersection between children's temperament and their sleep, and how parents of the children she calls 'little livewires' can support these children so everyone gets more sleep.   If you have questions about sleep training - particularly when and how to do it - this episode is for you!   And if you're expecting a baby or have one under the age of one (whether this is your first or not!) you might be interested in the Right From The Start course, which is designed to help you get things right for you from the start.  We go in-depth on understanding topics like sleep, feeding, physical, mental, and emotional development, and more - both for baby and for you!   Get all the (research-backed, of course) information you need, plus a supportive community and four group coaching calls during the 8-week course.  Enrollment is open from April 3-13, and we start together on Monday April 18.  Click the picture below to learn more!     References: Macall Gordon's website, https://www.littlelivewires.com/ (Little Livewires) Adachi, Y., Sato, C., Nishino, N., Ohryoji, F., Hayama, J., & Yamagami, T. (2009). A brief parental education for shaping sleep habits in 4-month- old infants. Clinical Medicine & Research, 7(3), 85–92. Blunden, S., & Baills, A. (2013). Treatment of behavioural sleep problems: Asking the parents. Journal of Sleep Disorders: Treatment and Care, 2(2). Blunden, S., Etherton, H., & Hauck, Y. (2016). Resistance to cry intensive sleep intervention in young children: Are we ignoring children's cries or parental concerns? Children, 3(2), 8. Bryanton, J., & Beck, C. T. (2010). Postnatal parental education for optimizing infant general health and parentinfant relationships. Cochrane Database of Systematic Reviews, 1, CD004068. Byars, K. C., & Simon, S. L. (2016). Behavioral treatment of pediatric sleep disturbance: Ethical considerations for pediatric psychology practice. Clinical Practice in Pediatric Psychology, 4(2), 241. Byars, K. C., Yolton, K., Rausch, J., Lanphear, B., & Beebe, D. W. (2012). Prevalence, patterns, and persistence of sleep problems in the first 3 years of life. Pediatrics, 29(2). Chadez, L. H., & Nurius, P. S. (1987). Stopping bedtime crying: Treating the child and the parents. Journal of Clinical Child Psychology, 16(3), 212–217. Coe, C. L., Glass, J. C., Wiener, S. G., & Levine, S. (1983).Behavioral, but not physiological, adaptation to repeated separation in mother and infant primates. Psychoneuroendocrinology, 8(4), 401-409. Crichton, G. E., & Symon, B. (2016). Behavioral management ofsleep problems in infants under 6 months- -What works? Journal of Developmental and Behavioral Pediatrics, 37(2), 164–171. Cutrona, C. E., & Troutman, B. R. (1986). Social support, infant temperament, and parenting self-efficacy: A mediational model of postpartum depression. Child Development, 1507-1518. Didden, R., De Moor, J., & Kruit, I. W. (1999). The effects of extinction in the treatment of sleep problems with a child with a physical disability. International Journal of Disability, Development and Education, 46(2), 247–252. Douglas, P. S., & Hill, P. S. (2013). Behavioral sleep...

Ran D. Anbar, MD, FAAP, is board certified in both pediatric pulmonology and general pediatrics, offering hypnosis and counseling services at Center Point Medicine in La Jolla, California, and Syracuse, New York. Dr. Anbar is also a past president, fellow and approved consultant of the American Society of Clinical Hypnosis.  Dr. Anbar is a leader in clinical hypnosis, and his 25 years of experience have allowed him to successfully treat over 7,000 children. He also served as a professor of pediatrics and medicine and the director of pediatric pulmonology at SUNY Upstate Medical University in Syracuse, New York, for 21 years. Dr. Anbar also worked as a guest editor and advisory editor for the American Journal of Clinical Hypnosis. His experience has offered him the opportunity to direct and co-direct more than 20 clinical workshops on the subject of pediatric hypnosis. Additionally, he has trained more than a thousand healthcare providers and lectured all over the world.  https://youtu.be/r7POj8eTkoA In addition to his teaching and lecturing experiences, Dr. Anbar has been the principal investigator in 10 published case studies of pediatric hypnosis and involved in research trials of children with cystic fibrosis and other pulmonary disorders. He is a published author of more than 50 articles, abstracts, and book chapters on pediatric functional disorders and pediatric hypnosis.  Graduating from the University of California-San Diego with undergraduate degrees in biology and psychology, Dr. Anbar earned his medical degree from the University of Chicago Pritzker School of Medicine. He completed his pediatric residency and pediatric pulmonary fellowship training at the Massachusetts General Hospital and Harvard Medical School in Boston. Dr. Anbar received training in hypnosis from the Society of Developmental and Behavioral Pediatrics and the American Society of Clinical Hypnosis. 

A diagnosis of ADHD in our child can turn the whole family upside down. In her innovative program, TEACH ME ADHD, Dr. Nerissa Bauer, MD, MPH helps children and their families discover their superpowers to help navigate challenges at school and home. Join Dr. Reid as she interviews Dr. Bauer about helping our kids navigate ADHD, anxiety, and other difficult experiences.  Dr. Nerissa Bauer is a behavioral pediatrician and entrepreneur in Carmel, Indiana. She left academia in December 2018 after experiencing burnout. She currently has a part time behavioral health practice and has created TEACH ME ADHD, an online course for  families, She is also the host of the Let's Talk Kids Health LIVE show on behavioral health & parenting and is a spokesperson for the American  Academy of Pediatrics. Resources mentioned in this episode:What is ADHD? A child friendly workbook Website and resource for Take NOTELooking for more from The Reflective Doc? Subscribe today so you don't miss out!Also check out Dr. Reid's regular contributions to Psychology Today: Think Like a ShrinkDr.  Jennifer Reid, M.D. is a board-certified psychiatrist and award-winning medical educator with a private practice in Philadelphia as well as a clinical faculty role at the University of Pennsylvania. She attended medical school at Columbia University College of Physicians and Surgeons, and completed her psychiatry residency at UCLA. Dr. Reid is a regular contributor to Psychology Today with her blog, “Think Like a Shrink” and writes and podcasts as The Reflective Doc.**********************Seeking a mental health provider? Try Psychology TodayNational Suicide Prevention Lifeline: 1-800-273-8255SAMHSA's National Helpline - 1-800-662-HELP (4357)-a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) for individuals and families facing mental and/or substance use disorders.Thank you to Brendan Callahan for the original music featured on the podcast.Disclaimer:The information and other content provided on this podcast or in any linked materials, are not intended and should not be construed as medical advice, nor is the information a substitute for professional medical expertise or treatment. All content, including text, graphics, images and information, contained on or available through this website is for general information purposes only.If you or any other person has a medical concern, you should consult with your health care provider or seek other professional medical treatment. Never disregard professional medical advice or delay in seeking it because of something that have read on this website, blog or in any linked materials. If you think you may have a medical emergency, call your doctor or emergency services (911) immediately. You can also access the National Suicide Help Line at 1-800-273-8255

Show Notes Episode 17 In this Episode Heather discusses: 5 Ways to Bond with Your Adopted Child Adoption Children's book recommendations Links Mentioned: fortheloveofadoption.com https://fortheloveofadoption.com/adoption-books/ Adoption. It's surrounded with so much confusion and misinformation. And how many people never move forward with adoption because of this? Hi, I'm Heather. I'm not an adoption coach or consultant, and I'm not with an adoption agency. I'm a mom to two amazing kids I've been blessed with through adoption. And on this journey, I've learned and continue to learn a lot. Most of all, I believe that if God has put adoption on your heart, it's there for a reason. And you shouldn't let all the steps keep you from building your family through adoption. I'm here to offer you hope and encouragement, and to talk about everything from types of adoption, things to know before you adopt, funding your adoption, including grants, the home study process, making the most of your adoption wait, talking to your kids about adoption, and so much more. Adoption can be hard, but many of the best things in life often are. You know what, though? It can also be amazing. I'm here to share what I've learned. I hope hearing from someone that has gone this road before you encourages and motivates you to take a step of faith and see where it leads. I'm doing this all for the love of adoption. Let's dive in. Hello friends, welcome to episode 17 of the For the Love of Adoption Show. Today I am going to talk about adoption attachment and specifically five ways to bond with your adopted child. So, when you decide to adopt a child, you probably can't imagine anything other than just instant attachment once you hold your child in your arms, and as amazing as it is when attachment happens quickly and naturally, it is okay if that isn't your story, it's more than okay, it's normal. The good news is that regardless of the natural level of attachment that does, or does not, happen there are things that you can do to encourage a healthy bond between you and your child right from the beginning. So, before we get into the five specific ways to foster attachment with your child, I'm going to go over some important things to keep in mind.  First of all, just breathe and give yourself time. With a pregnancy, many women grow attached as the baby grows within them. But honestly, even many biological mothers have issues attaching to their child. And in both cases, it's often a process of falling in love over time, rather than love at first sight. And that is okay. If you're telling yourself you have to be head over heels in love with your child in a certain amount of time, that's just putting so much unnecessary pressure on yourself. So, give yourself some grace. And honestly, if your child is more challenging, give yourself some extra grace. I will tell you from experience, it is easier to feel “all the feels” toward a child that barely cries and sleeps through the night at three months old than one that still wakes you up multiple times in the middle of the night when they're over a year old. But here's the thing, the child you'll end up with or that you already have is the child you're meant to have. Maybe they're in your life to teach you something, maybe you're exactly what they need, but most likely it's both. So, if it takes a little while to feel the love, that's okay. If you have to fake it till you make it. It's okay. The attachment and the love is going to come. But if it takes some time, don't worry about it. Just do your best to nurture this little child the best you can because the simple act of caring for someone incapable of caring for themselves that will build upon itself over time and create a level of attachment. Also remember this, you get to choose; the Greek word that is translated as receive means to take, to grasp to seize, receive as well as to take to oneself something or someone. The opposite of receiving something is to reject it. So, you have a choice. Your choice is to receive this child that God has placed in your life regardless of feeling or to reject them. By receiving them, you're not only honoring God. You're also setting yourself up for the best he has for you. He would not have called you to adoption in place this specific child in your life if it wasn't what he intended for you. Now let's look at five practical ways to encourage attachment between you and your child. Number one, do not underestimate physical touch. Hold your child. With an infant enjoy skin on skin contact and invest in a good baby carrier. With older children keep them close by holding hands or putting your arm around them, carry your child to bed or in from the car, play piggyback, cuddle and rock. My daughter is five and there is still no doubt that physical touch is one of her love languages. She's happiest when she's attached to me in some way. It's sweet, and I'm so glad she has that level of attachment to me even though at times I need my space as an introvert. But I believe at least part of the reason she's this way is that I always held and snuggled her as much as I could. Number two, play with your child. Children love to play. It helps their development and their social skills. But more importantly, it helps with bonding. You're speaking their love language when you play. With an infant, this can be something simple like shaking a rattle or a stuffed toy for them or just laying on the floor with them. And for toddlers, it can be a simple game of blocks, playdough, a game of catch. Don't overthink it. They're just happy to play with you. And if they're old enough to make a certain request, play what they want to play. Remember this though, you do not have to play for hours on end for this to help with bonding. Even just a few minutes a day goes a long way to help build attachment. I know my daughter would play ponies with me all day if I could. And I can't and honestly, it's not something I want to do for long periods of times. I try my best to take those times with her to sit down and play even if it's not something that I'm really interested in. Because it's important to her. She loves that time with me and it helps with bonding. Number three, look at your child. Eye contact helps establish an emotional connection and when you take the time to look at your child, this helps you learn them. It helps you form a bond. A mutual gaze is a form of communication. It helps them learn that you're the one caring for them, and it helps them start building trust. Number four, read to your child. Reading to your child gets them used to your voice. When a child's adopted, this is a wonderful way to get them familiar with your voice. A recent study in the Journal of Developmental and Behavioral Pediatrics found that reading to babies in the NICU can help parents develop the same feelings of intimacy that parents have healthy newborns cultivate in the days and weeks after a baby's birth. So that's a big deal. It doesn't matter what books you read your baby. The idea is really that they're consistently hearing your voice and starting to learn that you're the one caring for and loving them. Of course, if you have an older child that you've adopted, read books that they enjoy, because then they're going to be more tuned in. If you do need ideas for great books to read to adopted children of all ages, I'll put a link in the show notes. Number five, sing to your child. This also revolves around your child hearing your voice. And it helps build the bond between you and your child. Singing to your child can improve their mood. And if it's an infant, that's going to also help with feeding and sleeping. And this all contributes to growth and development. And the good news is that your child loves the sound of your voice. Whether you consider yourself a good singer or no. Even my five year old daughter's yet to judge me when I'm off key and hitting all the wrong notes. And then a bonus tip. Say I love you as much as you can. You can never say it too much. Remember, God didn't put this child in your life by mistake. This child is 100% yours even if you don't feel like it yet, look into their eyes, look at their sweet little hands, smell their sweet little head and realize that by the grace of God, they're yours. Whether you feel it or not, they're yours. Just keep caring for them the best you can. The rest will come. You waited as long as it took to adopt. So don't beat yourself up if you have to wait to feel attachment. God is faithful to His promises. He says that whoever receives one such child in my name receives me. Thanks so much for listening in today. And did you know that I offer a full library of free resources to help you along on your adoption journey. Just go to fortheloveofadoption.com and scroll to the bottom of the homepage, you will be able to access all kinds of PDFs there to help you along different stages of your adoption journey. And if you've enjoyed this at all, if you could please leave me a review and rating it helps more than you know. Talk to you next time.  

Mark Wolraich, MD discusses his work creating diagnostic scales for ADHD, and how the medical community can better serve neurodivergent patients. (30 mins) Dr. Wolraich is CMRI/Shaun Walters Professor Emeritus of Pediatrics and the Chief of the Section of Developmental and Behavioral Pediatrics at Oklahoma University Health Sciences Center, and the former Director of the Child Study Center. He received his MD from SUNY Syracuse Health Sciences Center. His residency training in pediatrics was split between the SUNY Syracuse Health Sciences Center and the University of Oklahoma followed by a fellowship in the care of handicapped children at the University of Oregon. Dr. Wolraich helped create the The Vanderbilt ADHD Diagnostic Rating Scale (VADRS) - a psychological assessment tool for parents of children aged 6 to 12 designed to measure the severity of attention deficit hyperactivity disorder (ADHD) symptoms. He also worked on the Siperstein -Wolraich Adjective Checklist, which helps identify intellectual differences in kids. Dr. Wolraich has authored 150 journal articles or book chapters including articles in the New England Journal of Medicine, Pediatrics, and the Journal of the American Medical Association. He has edited or written 22 books including three books on ADHD. Dr. Wolraich received the Lewis D. Hollaway Award for Research in Health Science Education from the University of Iowa, the Lee Salk Distinguished Service Award from the Society of Pediatric Psychology, induction into the CHADD Hall of Fame of the Children and Adults with Attention Deficit Hyperactivity Disorder, the Edith Kinney-Gaylord Presidential Professorship for meeting the highest standards of excellence in teaching and research from the University of Oklahoma, Mentor Award from the Department of Pediatrics at the University of Oklahoma, and the C. Anderson Aldrich Award from the AAP for outstanding work in the area of child health and human development. Follow Different Brains on social media: https://twitter.com/diffbrains https://www.facebook.com/different.brains/ https://www.instagram.com/diffbrains/ Check out more episodes of Exploring Different Brains! http://differentbrains.org/category/edb/

Ran D. Anbar, MD, FAAP, is board certified in both pediatric pulmonology and general pediatrics, offering hypnosis and counseling services at Center Point Medicine in La Jolla, California, and Syracuse, New York. Dr. Anbar is also a past president, fellow and approved consultant of the American Society of Clinical Hypnosis. Dr. Anbar is a leader in clinical hypnosis, and his 25 years of experience have allowed him to successfully treat over 7,000 children. He also served as a professor of pediatrics and medicine and the director of pediatric pulmonology at SUNY Upstate Medical University in Syracuse, New York, for 21 years. Dr. Anbar also worked as a guest editor and advisory editor for the American Journal of Clinical Hypnosis. His experience has offered him the opportunity to direct and co-direct more than 20 clinical workshops on the subject of pediatric hypnosis. Additionally, he has trained more than a thousand healthcare providers and lectured all over the world. In addition to his teaching and lecturing experiences, Dr. Anbar has been the principal investigator in 10 published case studies of pediatric hypnosis and involved in research trials of children with cystic fibrosis and other pulmonary disorders. He is a published author of more than 50 articles, abstracts, and book chapters on pediatric functional disorders and pediatric hypnosis. Graduating from the University of California-San Diego with undergraduate degrees in biology and psychology, Dr. Anbar earned his medical degree from the University of Chicago Pritzker School of Medicine. He completed his pediatric residency and pediatric pulmonary fellowship training at the Massachusetts General Hospital and Harvard Medical School in Boston. Dr. Anbar received training in hypnosis from the Society of Developmental and Behavioral Pediatrics and the American Society of Clinical Hypnosis. Dr. Anbar's website: https://www.centerpointmedicine.com/More about the book: https://centerpointhypnosis.com/the-book --- Send in a voice message: https://anchor.fm/jen-lowry-writes/message Support this podcast: https://anchor.fm/jen-lowry-writes/support

Dr. Paul Dworkin is the Executive Vice President for Community Child Health at Connecticut Children's Medical Center and professor of pediatrics at the University of Connecticut School of Medicine.   For 15 years, he previously served as physician-in-chief at Connecticut Children's and chair of Pediatrics at UCONN.  Dr. Dworkin's interests are at the interface among child development, child health services, and child health policy. Dr. Dworkin's honors include teaching awards, visiting professorships, and named lectureships.  He was the editor of the Journal of Developmental and Behavioral Pediatrics from 1997-2002 and was a member of the first entering class of the Academy of Distinguished Educators at the UCONN School of Medicine. Dr. Dworkin has served on the boards of numerous community-based organizations and recently completed his tenure as chair of the board of the Urban League of Greater Hartford. [00:01] Dr. Paul Dworkin Shares His Story With Us Paul talks about his journey into the pediatrics space What's his belief about the science of development and behavior? [05:19] Biology of Adversity Questions to ponder on about child health services The driving factors that can make or break a pediatrician Paul talks about the “biology of adversity” The basic premises of delivering child health services How to encourage a family-led agenda in a child health context [15:13] The Decade of the Brain The extremely important red flags to watch out for according to Paul The power of surveillance and screening in detecting problems in the child Assumptions about children that you should hear right now Paul reveals the story behind their pilot study on children's health What's the study about? [26:47] Proactive Approach in Child Health Interventions  All relevant sectors should be consulted in crafting child health interventions Here's why 2 problems that healthcare providers encounter everyday Why being proactive in checking up on children is a must [36:23] Reach Out and Read   We have an interesting exchange about the Reach Out and Read program Specific calculations to drive support to healthcare investments Paul gives us a sneak peek on how they replicated the Reach Out and Read strategy How to scale the existing systems and processes we have right now [48:25] Politics and Healthcare How to make sure that investments in healthcare will generate positive outcomes The case for prioritizing child health services transformation Data is important but should be relevant and appropriate Listen to our exchange Is there a correlation between political colors and child health services? [01:01:07] Paul's Advice for Resident Pediatricians Lack of coordination among the supposed coordinators create a bottleneck What kind of bottleneck and how to resolve it? Here's Paul's message for healthcare providers today Don't miss his advice for his resident self!  [01:12:05] Closing Segment   Final takeaways: Actionable steps for child health reform Big ideas to consider such as child health promotion instead of prevention Decade of Brain Impacts of poverty and racism to children Problems that providers encounter daily Cross-sectoral efforts are the ways to go “Help Me Grow,” a bold strategy that has been implemented for children 4 steps of the “Help Me Grow” model Reach Out and Read Program Should we expect a return on investment in our healthcare projects? Stop paying attention to the wrong metrics Anticipatory guidelines and support Big changes feel overwhelming...at first Key Quotes: “I always say that the science of development and behavior were key to enhancing the impact of child health services and particularly for general pediatrics.” - Dr. Paul H. Dworkin “I think I would have encouraged myself, in addition to pursuing some fellowship training, to also think about expanding my knowledge in other related areas.” - Dr. Paul H....

This week on the podcast, Dr. Kara Ayers and Dr. Susan Wiley, faculty members in our Division of Developmental and Behavioral Pediatrics, join us to talk about how parents can help their kids understand and learn about people who have disabilities. Listen in as Dr. Ayers and Dr. Wiley share their professional and personal experiences to describe how damaging stereotypes and certain words can be, how to ask respectful questions and help curious kids include others and learn that we all have differences. They also generously share additional resources that can help families who want to continue to learn and explore how they can be more inclusive, understanding and respectful.     For more information on the Division of Developmental and Behavioral Pediatrics, please visit https://www.cincinnatichildrens.org/service/d/developmental-behavioral    For more information on the University of Cincinnati Center for Excellence in Developmental Disabilities, please visit https://www.ucucedd.org/    To watch Scope's End the Awkward videos, visit here: https://www.youtube.com/playlist?list=PLEJWI99Hx3tGfpO3VtdPQG3DzCLxq06lc 

Dr. Stephanie M. Peterson is an Associate Dean of the College of Arts and Sciences at Western Michigan University (WMU). She earned her doctorate in Special Education at The University of Iowa in 1994. She served two 3-year terms on the Board of Directors for the Behavior Analyst Certification Board and was appointed by the Governor of Michigan to the Michigan Board of Behavior Analysts, Michigan's licensing board for behavior analysts. She served as Board President for 2 years.   Dr. Sheryl Rosin is a speech-language pathologist, professor, and certified autism specialist with 25 years of experience in the field. She has presented around the world and has been published in research journals on best practices in assessment and intervention for individuals with ASD. She is the owner and director of Palm Beach Speech-Language Specialists in south Florida and the Founder and Consulting Director of The St. Kitts Spectrum Services Centre in St. Kitts, the first autism clinic in the Caribbean. Dr. Rick Solomon is a developmental and behavioral pediatrician with over 25 years' experience diagnosing and providing intervention for children with ASD.  Dr. Solomon is a nationally recognized expert in the field of autism science and intervention. He is in private practice at The Ann Arbor Center for Developmental and Behavioral Pediatrics in Ann Arbor Michigan and is the founder of The PLAY Project, an evidence-based, parent-implemented autism intensive early intervention model that uses a developmental, relationship based, and playful approach.   Kirsten Brown is a licensed Occupational therapist with over 25 years' experience working with children and families.  She is the owner of First Achievements, PLLC in Hebron Kentucky and provides home-based early intervention and office-based OT services. She has presented workshops for early intervention providers, therapists, and parents on the topic of addressing the social-emotional, sensory, and behavior challenges in early intervention.  Kirsten co-authored the PLAY Project Tele-PLAY manual with Dr. Rick Solomon.  ACTIVITY CODE 91838   CME INSTRUCTIONS: Completion of these steps are required to earn CME credit.  TO OBTAIN CME CREDIT: SELF-ATTEST WITHIN 4 WEEKS. GO TO: https://cmetracker.net/MSU/Publisher?page=pubOpen#/EventID/91837/ (https://cmetracker.net/MSU/Publisher?page=pubOpen#/EventID/91837/) (case sensitive) 1. Click on the Sign In option on the left menu  2. Enter your email and password to log into the system. You will be required to create a profile if you have not used the system before.  3. Enter the activity code provided on this sheet.  4. Complete the online evaluation, attest to your time in attendance, and follow the screen instructions to print your certificate. Make sure your computer is set to allow pop-ups from the site or the certificate will not show.  If you have any issues obtaining your certificate, please contact the CME Office at spring18@msu.edu or by calling 517-884-8871.   CME Activity Information Sheet can be found https://drive.google.com/file/d/1iydYxAsUXi_GOH25TWLNbWCi6oTtfQqZ/view (here).   [00:01] Early Intervention and Referrals Welcome to the first CME series in Pediatric Meltdown! What to expect in this series I introduce and welcome our guests [06:48] Raising The Question of Autism Sheryl talks about her experience diagnosing autism She shares her day-to-day The possible red flags of autism according to Sheryl  Rick tells us the right way to raise a possible issue of autism What are some screening questions that pediatricians can ask? The importance of transparency and why silence doesn't help [18:21] The Right Time for Early Intervention Programs Kirsten shares her experience diagnosing autism as an occupational therapist When to refer the child to early intervention programs Stephanie breaks down Applied Behavior Analysis...

On this episode of the podcast, we are excited to welcome a good friend of Honestly Adoption, Dr. Gary Feldman from the Stramski Children's Developmental Center, to share insights into brain development with children who have experienced significant trauma. A Little More About Dr. Feldman... Dr. Feldman received his bachelor of medicine and surgery degree from the University of Cape Town School of Medicine in South Africa. He completed his residency in pediatrics at Red Cross Children's Hospital and University of Cape Town in South Africa and worked in primary care pediatrics for five years prior to moving to the United States in 1999. He completed a fellowship in Developmental and Behavioral Pediatrics at Rainbow Babies and Children's Hospital and Case Western Reserve University in Cleveland, Ohio. He is a member of the American Academy of Sleep Medicine and Society for Developmental and Behavioral Pediatrics. Dr. Feldman has been the medical director of the Stramski Children's Developmental Center at Miller Children's & Women's since 2004.

This week Jacob visits with Dr. Patrick Friman. ​​​​Dr. Patrick C. ​​F​riman received his Ph.D. from the University of Kansas. He is the current Vice ​President of ​Outpatient Behavioral Health Services and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins, University of Pennsylvania, and Creighton Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. Dr. Friman is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He is also on the editorial boards of eight peer reviewed journals. He has published more than 180 scientific articles and chapters and three books. The primary focus of his scientific and clinical work in is in the area of Behavioral Pediatrics and Behavioral Medicine. Dr. Friman's work in behavioral pediatrics has concentrated on the gap between primary medical care for ​children on one side, and referral-based clinical child psychological and psychiatric care, on the other. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, and pathways to success. As an example of the impact of his work, following a publication on child sleep problems, the American Medical Association ​invited him to headline a press conference in New York City where he was presented to the press by the Surgeon General of the United States. Real Conversations with Jacob Young is brought to you by Boys Town.  FOLLOW JACOB: Instagram  Facebook Twitter  

Hello, my friends, Welcome to the Discover Your Personal Power Podcast, the show to help you live a life filled with peace, purpose, and power. My goal on this podcast is to give you something fun and meaningful to make your day a little brighter.  I want to help you find your light and your personal power within.  Today we are talking about Mastering Your Mood.  Have you ever thought about what you are "stewing in"?  What are the influences in your life that are affecting your mood?  Today we are going to talk about "choosing your stew"   demystifying emotions technology training family time social  connection                                                       I am so excited to bring you a special guest, Dr. Justin Rowberry.  Dr. Rowberry is a Developmental and Behavioral Pediatrician. He and his wife Megan are parents of 7 wonderful children.  Dr. Rowberry earned a BA in Spanish from Brigham Young University in 2001 and his MD from Albert Einstein College of Medicine in 2005. He completed his pediatrics residency at the San Antonio Military Medical Pediatrics Consortium in 2008And completed his fellowship in Developmental and Behavioral Pediatrics at Yale University in 2013.Dr. Rowberry is the author of multiple research articles, book chapters, and an ongoing primary care curriculum chapter about autism spectrum disorder. He is also on the editorial board for a journal specializing in autism and developmental delays.Dr. Rowberry gives frequent presentations to parents, schools, and children about behavior, mood, and specific actions that we can take to be happier and he leads a regional team of child clinicians that provides developmental and behavioral care at multiple locations in Japan, Korea, and Guam.Let's welcome Dr. Rowberry If you loved what you learned about Mastering your Mood and want to dig a little deeper, join me in Discover Your Personal Power Coaching. Discover Your Personal Power Coaching is a monthly program designed for personal development and self-growth.  We all know how important it is to take care of our bodies. Discover Your Personal Power Coaching is like joining the gym for your mental and emotional health. If you love personal development books and podcasts you are going to love this online coaching program.  You get online videos, a complete colorful 80-page workbook that was just published on Amazon, It has journaling prompts and fun exercises. You will get one-on-one coaching with me and I will help you clearly define your purpose, discover your personal power, and live a life that you want to live. www.discoveryourpersonalpowercoaching.com and sign up now.  I would be honored to work with you. See ya there. Peggy

In this episode, let's talk about the early signs of autism, what age we expect to see these signs and how they compare to typically developing children. References: Barbaro, J., & Dissanayake, C. (2009). Autism spectrum disorders in infancy and toddlerhood: A review of the evidence on early signs, early identification tools, and early diagnosis. Journal of Developmental and Behavioral Pediatrics, 30, 447-459. doi: 10.1097/DBP.0b013e3181ba0f9f. Barbaro, J., & Dissanayake, C. (2013). Early markers of autism spectrum disorders in infants and toddlers prospectively identified in the Social Attention and Communication Study (SACS). Autism, 17(1), 64-86. doi:10.1177/1362361312442597. Herlihy, L., Knoch, K., Vibert, B., & Fein, D. (2015). Parents' first concerns about toddlers with autism spectrum disorder: Effect of sibling status. Autism, 19(1), 20-28. doi: 10.1177/1362361313509731. Johnson, M.H., Gliga, T., Jones., E., & Charman, T. (2015). Annual research review: Infant development, autism, and ADHD – early pathways to emerging disorders. Journal of Child Psychology and Psychiatry, 56, 3, 228-247. doi: 10.1111/jcpp.12328. O'Reilly, B., & Wicks, K. (2016). The complete autism handbook: The essential resource guide for autism spectrum disorder in Australia and New Zealand. Sydney: Ventura Press. Poon, K.K., Watson, L.R., Baranek, G.T., & Poe, M.D. (2012). To what extent do joint attention, imitation, and object play behaviors in infancy predict later communication and intellectual functioning in ASD? Journal of Autism and Developmental Disorders, 42(6), 1064-1074. doi: 10.1007/s10803-011-1349-z. Link to ASDetect: https://asdetect.org/ 9-minute autism behavioural signs video: https://www.youtube.com/watch?v=YtvP5A5OHpU&ab_channel=KennedyKriegerInstitute Early signs of autism video: https://raisingchildren.net.au/autism/children-autism-videos/early-signs-of-autism-parent-stories For more information, head over to Aspect Australia - www.autismspectrum.org.au. Disclaimer: I'm not a professional, just a student with a passion for autism.

This week we're looking at how we can explore language in nature. I'm often asked how you can teach language and nature outside in the natural world. My friends and I are going to break it down and look into the lost arts of storytelling and book reading. We start off with some research by Robert MacFarlane in his book The Lost Words: A Spell Book. We discuss the balance of story reading and the importance of book in the lives of children and the joy of storytelling and how it can be a very flexible approach to literacy in nature. REF. Jessica A. R. Logan, Laura M. Justice, Melike Yumuş, Leydi Johana Chaparro-Moreno. When Children Are Not Read to at Home. Journal of Developmental & Behavioral Pediatrics, 2019; 1 DOI: http://dx.doi.org/10.1097/DBP.0000000000000657 (10.1097/DBP.00000000000006)You can download a free provocation document on this subject https://drive.google.com/file/d/1hwzIDLsR5vE66cKr2EZO8P3HvGYyxn7g/view?usp=sharing (HERE.) Follow our conversations further and download our free practical guides by subscribing to our newsletter https://www.virtualnatureschool.org/products/newsletter (HERE.) Follow us on https://www.facebook.com/vnatureschool (Facebook), https://www.youtube.com/channel/UC2Y3Dl6I_rfTvjLTDvCHv4A/videos (YouTube) and https://twitter.com/VNatureSchool (Twitter) by searching for Virtual Nature School.

As parents we are tasked with many responsibilities: from the basics of making sure our child is fed all the way up to thinking about their distant future. But the linchpin that connects much of our child's future success is the topic of today's interview: being well-organized. As it turns out, a child's ability to be organized may predict all kinds of good things including future success, self-regulation, confidence, and even generosity. Thankfully, my guest reveals that getting our children more organized is easier than we might believe. Dr. Damon Korb (www.devminds.com) is a practicing developmental and behavioral pediatrician and founder of the Center for Developing Minds in Los Gatos, CA. Dr. Korb is president of the Society for Developmental and Behavioral Pediatrics and an adjunct clinical instructor at Stanford University Medical Center. He has written an outstanding, user-friendly book called Raising an Organized Child (https://amzn.to/393VQkZ). I loved the book and I am not alone. Publisher's Weekly notes that it is a “supportive guide that parents and children alike can profit from as they grow together." If you have children this episode is a must! Please, listen in as Damon and I talk about raising an organized child.

We have a conversation about a number of subjects related to autism. Our guests help us understand a new screening process, how to help families navigate pandemic challenges, and how to improve police interactions with people who have autism. Our guests: Dylan Dailor , author and autism self-advocate Susan Hyman , M.D., professor of pediatrics, and division chief of developmental and behavioral pediatrics at Golisano Children's Hospital at Strong Lisa Latten, health project coordinator for the Southern Tier Initiative in the Division of Developmental and Behavioral Pediatrics at the University of Rochester Medical Center Rachel Rosner , director of education and support services for AutismUp *Dr. Hyman recommends these resources for families affected by the pandemic. More information can be found here . People interested in volunteering for URMC research related to auditory processing can email developmental_research@urmc.rochester.edu . This conversation is part of Dialogue on

Dr. Brad Berman speaks with Rachel and Christie about defining normal in today's world. Listen in for a thought-provoking discussion that might change your views of "dis-ability". Dr. Berman is board certified in both General Pediatrics and Developmental-Behavioral Pediatrics. He is on the medical staff at UCSF Benioff Children's Hospitals. He is a frequent lecturer at professional conferences and community organizations. Dr. Berman is a Clinical Professor of Pediatrics at UCSF, a Fellow of the American Academy of Pediatrics, and a member of the Society for Developmental and Behavioral Pediatrics. His private practice, Progressions, is dedicated to the evaluation, management and consultation of children with diverse abilities and neurodevelopmental needs. --- Support this podcast: https://anchor.fm/constantchaospodcast/support

This week Bobbi Conner talks with Dr. Angela LaRosa about increased anxiety in children and adolescents during the pandemic. Dr. LaRosa is a Professor of Developmental and Behavioral Pediatrics and Medical Director of the Developmental and Behavioral Pediatrics Clinic at MUSC Children’s Health.

Dr. April Hartman, Dr. Zachary Hodges, and MS4 Rachel Vaizer join the show to discuss adverse childhood experiences and screening for them in the pediatric clinic. What are the key questions to ask? What are adverse childhood experiences and how do they affect a child's long-term health? How do you bring up the concept of adverse childhood experiences with parents? How do you screen for ACEs and what do we do with a positive screen at a clinic visit?   All of this and more from the Department of Pediatrics at the Medical College of Georgia. Check out our website: https://www.augusta.edu/mcg/pediatrics/residency/podcast.php Special thanks to Dr. Lisa Leggio and Dr. Christopher Drescher for providing peer review for this episode. Citation: Hodges, Z. (Host). Hartman, A. (Host). Vazier, R. (Host). Leggio, L. (Contributor). Drescher, C. (Contributor). (2020, October 15). Adverse Childhood Events. (S1:16) [Audio Podcast Episode]. MCG Pediatric Podcast. Medical College of Georgia Augusta.   Questions, comments, or feedback? Please email us at mcgpediatricpodcast@augusta.edu   Resources from this episode: Screening Resources Bright Futures Questionnaire: https://brightfutures.aap.org/materials-and-tools/tool-and-resource-kit/Pages/Medical-Screening-Reference-Tables.aspx Pediatric ACEs and Related Life Events Screener (PEARLS) by Bay Area Research Consortium on Toxic Stress and Health: https://www.acesaware.org/screen/screening-tools/   Community Resources Big Brother/Big Sister: https://www.bbbs.org/ Boys and Girls Club: https://www.bgca.org/ Georgia Family Connection Partnership: https://gafcp.org/   ACEs information ACEs Aware: https://www.acesaware.org/ ACEs Aware Training Module: https://training.acesaware.org/ My GCAL: https://www.georgiacollaborative.com/providers/georgia-crisis-and-access-line-gcal/ SafeCare: https://www.childwelfare.gov/topics/preventing/prevention-programs/homevisit/homevisitprog/safe-care/ References for this episode: Bucci, M., Marques, S. S., Oh, D., & Harris, N. B. (2016). Toxic stress in children and adolescents. Advances in Pediatrics, 63(1), 403-428. Felitti V.J. Anda R.F. Nordenberg D. et al. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the Adverse Childhood Experiences (ACE) study. Am J Prev Med. 1998; 14: 245-258  Garner AS, Shonkoff JP, Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., Pascoe, J., & Wood, D. L; Committee on Psychosocial Aspects of Child and Family Health; Committee on Early Childhood, Adoption, and Dependent Care; Section on Developmental and Behavioral Pediatrics. Early childhood adversity, toxic stress, and the role of the pediatrician: translating developmental science into lifelong health. Pediatrics. 2012;129(1):e224-e231. doi:10.1542/peds.2011-2662  Harris, N. B., Marques, S. S., Oh, D., Bucci, M., & Cloutier, M. (2017). Prevent, screen, heal: collective action to fight the toxic effects of early life adversity. Academic pediatrics, 17(7), S14-S15.   Kerker B.D. Storfer-Isser A. Szilagyi M. et al. Do pediatricians ask about adverse childhood experiences in pediatric primary care?. Acad Pediatr. 2016; 16: 154-160  Marie-Mitchell, A., Studer, K. R., & O'Connor, T. G. (2016). How knowledge of adverse childhood experiences can help pediatricians prevent mental health problems. Families, Systems, & Health, 34(2), 128.  Oh, D. L., Jerman, P., Marques, S. S., Koita, K., Boparai, S. K. P., Harris, N. B., & Bucci, M. (2018). Systematic review of pediatric health outcomes associated with childhood adversity. BMC pediatrics, 18(1), 83.   Shonkoff JP, Garner AS; Committee on Psychosocial Aspects of Child and Family Health; Committee on Early Childhood, Adoption, and Dependent Care; Section on Developmental and Behavioral Pediatrics. The lifelong effects of early childhood adversity and toxic stress. Pediatrics. 2012;129(1):e232-e246. doi:10.1542/peds.2011-2663  Vu, C., Rothman, E., Kistin, C. J., Barton, K., Bulman, B., Budzak-Garza, A., ... & Bair-Merritt, M. H. (2017). Adapting the patient-centered medical home to address psychosocial adversity: results of a qualitative study. Academic pediatrics, 17(7), S115-S122.  Wolraich ML, Hagan JF Jr, Allan C, et al. Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents [published correction appears in Pediatrics. 2020 Mar;145(3):]. Pediatrics. 2019;144(4):e20192528. doi:10.1542/peds.2019-2528    National Center for Injury Prevention and Control, Division of Violence Prevention. (2020, April). Preventing Adverse Childhood Experiences. Retrieved from https://www.cdc.gov/violenceprevention/acestudy/fastfact.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Fchildabuseandneglect%2Faces%2Ffastfact.html

This conversation episode is related to Access to Care Environments. Dr. Peck is joined by Jane Tobias, DNP, CPNP-PC and Wendy Ross, MD. Dr. Wendy Ross, is a leader in the field of Developmental and Behavioral Pediatrics who, in addition to her extensive academic and clinical work, created the first air travel program for families affected by autism. Dr. Ross is passionate about creating an inclusive environment for individuals with Autism Spectrum Disorder and Neurodiversity. This inclusivity is not limited to health care access, she has worked with museums (including the Smithsonian), sports teams, and other venues to improve inclusion of children affected by autism in the community. Dr. Ross has been an invited speaker by multiple professional and commercial organizations, including the Autism Society of America, the Department of Transportation, American Academy of Pediatrics, and more. She is the recipient of numerous honors and recognitions for her work in the autism community, featured in major media outlets including People Magazine, who named Dr. Ross a “Hero Among Us,” and CNN, who named her a “CNN Hero.” Dr. Ross earned her doctorate at Mt. Sinai School of Medicine, before going on to complete a pediatrics residency at Yale and a developmental and behavioral pediatrics fellowship at Boston Children’s Hospital. Dr. Jane Tobias, is an Assistant Professor at the Jefferson College of Nursing at Thomas Jefferson University, in Philadelphia, PA. She is a Pediatric Nurse Practitioner in Primary Care and a strong supporter of interprofessional collaboration and education. She brings her primary care pediatric expertise to the Jefferson Center for Autism and Neurodiversity, where, alongside Dr. Wendy Ross and her team, they are creating an inclusive environment for individuals with Autism Spectrum Disorder and Neurodiversity. Dr. Tobias is passionate about transitional care of adolescents with complex medical needs and advocates for increased health care access for this population. She continues to practice in a primary care at the Children’s Hospital of Philadelphia, where she is able merge her passion for pediatric advocacy and education of pediatric nurse practitioner students. She currently serves on the National Association of Pediatric Nurse Practitioners (NAPNAP) as an at-large board member. To view this episode on PedsCE and get CE, go here! To learn more about the series and about TeamPeds Talks click here! Please visit our website https://ce.napnap.org

Podcast Text Transcript Complex ADHD is ADHD that co-occurs with one or more conditions that can complicate the symptoms of ADHD. Two-thirds of children with ADHD have at least one coexisting condition. These coexisting conditions may include oppositional defiant disorder (ODD), anxiety disorders, depression, learning disorders, autism spectrum disorders, intellectual disability, and tics (Tourette Syndrome). Treatment of complex ADHD begins with treating the condition that is most prominent and may involve behavior therapy, parent training, or medication. When medication is used, stimulants are the first line of treatment. Non-stimulant medications may be considered when stimulants do not work. If learning disorders coexist with ADHD, academic interventions are needed. In this ADHD 365 podcast, Dr. Tanya Froehlich offers expert information on complex ADHD, focusing on the conditions that often coexist with ADHD. She discusses the recommended treatments based on research for each of the conditions, and the options available when first-line treatments don't work. Tanya Froehlich, MD, MS. Dr. Tanya Froehlich is a professor of pediatrics at Cincinnati Children's Hospital Medical Center in the Division of Developmental and Behavioral Pediatrics. She is a developmental-behavioral pediatrician and an ADHD clinical specialist. Dr. Froehlich serves on the national ADHD clinical practice guideline development committees for both the American Academy of Pediatrics and the Society for Development and Behavioral Pediatrics. Learning Objectives: What is complex ADHD? Conditions that often coexist with ADHD Recommended behavioral treatment including behavior therapy and parent training Treatment for coexisting learning disorders Medication options available for complex ADHD    

Podcast Transcript: https://chadd.org/podcasts/treatment-of-complex-adhd/ Complex ADHD is ADHD that co-occurs with one or more conditions that can complicate the symptoms of ADHD. Two-thirds of children with ADHD have at least one coexisting condition. These coexisting conditions may include oppositional defiant disorder (ODD), anxiety disorders, depression, learning disorders, autism spectrum disorders, intellectual disability, and tics (Tourette Syndrome). Treatment of complex ADHD begins with treating the condition that is most prominent and may involve behavior therapy, parent training, or medication. When medication is used, stimulants are the first line of treatment. Non-stimulant medications may be considered when stimulants do not work. If learning disorders coexist with ADHD, academic interventions are needed. In this ADHD 365 podcast, Dr. Tanya Froehlich offers expert information on complex ADHD, focusing on the conditions that often coexist with ADHD. She discusses the recommended treatments based on research for each of the conditions, and the options available when first-line treatments don't work. Learning Objectives: 1. What is complex ADHD? 2. Conditions that often coexist with ADHD 3. Recommended behavioral treatment including behavior therapy and parent training 4. Treatment for coexisting learning disorders 5. Medication options available for complex ADHD Tanya Froehlich, MD, MS. Dr. Tanya Froehlich is a professor of pediatrics at Cincinnati Children's Hospital Medical Center in the Division of Developmental and Behavioral Pediatrics. She is a developmental-behavioral pediatrician and an ADHD clinical specialist. Dr. Froehlich serves on the national ADHD clinical practice guideline development committees for both the American Academy of Pediatrics and the Society for Development and Behavioral Pediatrics.

Podcast Transcript: https://chadd.org/podcasts/treatment-of-complex-adhd/ Complex ADHD is ADHD that co-occurs with one or more conditions that can complicate the symptoms of ADHD. Two-thirds of children with ADHD have at least one coexisting condition. These coexisting conditions may include oppositional defiant disorder (ODD), anxiety disorders, depression, learning disorders, autism spectrum disorders, intellectual disability, and tics (Tourette Syndrome). Treatment of complex ADHD begins with treating the condition that is most prominent and may involve behavior therapy, parent training, or medication. When medication is used, stimulants are the first line of treatment. Non-stimulant medications may be considered when stimulants do not work. If learning disorders coexist with ADHD, academic interventions are needed. In this ADHD 365 podcast, Dr. Tanya Froehlich offers expert information on complex ADHD, focusing on the conditions that often coexist with ADHD. She discusses the recommended treatments based on research for each of the conditions, and the options available when first-line treatments don't work. Learning Objectives: 1. What is complex ADHD? 2. Conditions that often coexist with ADHD 3. Recommended behavioral treatment including behavior therapy and parent training 4. Treatment for coexisting learning disorders 5. Medication options available for complex ADHD Tanya Froehlich, MD, MS. Dr. Tanya Froehlich is a professor of pediatrics at Cincinnati Children’s Hospital Medical Center in the Division of Developmental and Behavioral Pediatrics. She is a developmental-behavioral pediatrician and an ADHD clinical specialist. Dr. Froehlich serves on the national ADHD clinical practice guideline development committees for both the American Academy of Pediatrics and the Society for Development and Behavioral Pediatrics.

Welcome to the third episode of "FASD Informed", a podcast series sponsored and produced by the North Carolina Nonprofit Organization, NCFASD Informed. FASD stands for Fetal Alcohol Spectrum Disorder, a brain-based, whole body disorder and FASD Diagnoses are a result of prenatal exposure to alcohol. The disabilities caused by such exposure fall under the umbrella of Fetal Alcohol Spectrum Disorder.In today's episode, we are speaking with Dr. Yasmin Senturias. Dr. Senturias is a Professor of Pediatrics and Interim Division Chief of Developmental and Behavioral Pediatrics at Atrium Health-Levine Children's Hospital in Charlotte, NC. Dr. Senturias started the first FASD Clinic in North Carolina. She is one of the authors of the American Academy of Pediatrics (AAP) "FASD Toolkit" and Dr. Senturias serves as one of the AAP FASD Champions, as well as a member of the AAP's FASD Expert Panel.Dr. Senturias will be discussing the following topics:-  How she became involved in working with children / teens / young adults with FASD-  What are the "red flags" that a child may have an FASD?-  The "SNAP" Acronym used in evaluating / diagnosing patients with an FASD.  "SNAP" stands for S- Self Regulation, N- Neuro-cognitive, A- Adaptive Functioning, P- Prenatal History-  Addressing the concern about having concrete evidence of a biological mother's drinking during pregnancy-  Advice for parents / caregivers who may suspect their child / loved one may have an FASD-  Encouragement for parents / caregivers / support workers to focus on the strengths of individuals diagnosed with an FASD

It’s mid May, 2020 and things are starting to open back up as the global quarantine ends and restrictions are removed. BUT this is leading to new fears about sending kids back to school and daycare and new fears are emerging about Kawasaki Disease. Fears and rumours are swarming about a new illness that’s affecting children, but we don’t yet understand it. My guest is Pediatrician, Dr. James Lewis who is here to clear up the fears with facts about what the medical community knows and doesn’t know …yet. Dr. Lewis talks about medical fears, how doctors will handle returning patients, the emotional strain on kids and parents and how we will need to handle kids going back to school. About Dr. James Lewis Dr. James Lewis, a Professor of Pediatrics at the Joan C Edwards School of Medicine at Marshall University in Huntington, WV, is board certified in both Pediatrics and the sub-specialty of Neurodevelopment Disabilities. In 1983, he and his family moved to Huntington, West Virginia, to join the Department of Pediatrics at the Joan C. Edwards School of Medicine at Marshall University. He practiced both general and behavioral pediatrics and cared for hospitalized newborns, children and adolescents. In 2002 he developed the School Solutions Center at the University, devoting his practice exclusively to children with school and behavioral problems. He continues to see new patients who have been referred for evaluation and follow-up care on a daily basis, teach medical students and train pediatric residents. Throughout the process, he successfully employs a parent-centered multidisciplinary team following the medical home model. Dr. Lewis lectures regularly on ADHD and coexisting conditions to parents and professionals. He has presented his research interests in ADHD and its association with autism, anxiety, parental stress, learning disabilities and adverse childhood experiences at national and state meetings of the American Academy of Pediatrics (AAP), the Pediatric Academic Society, the Learning Disability Association of America, the Society for Developmental and Behavioral Pediatrics and CHADD. He has published more than 25 scholarly journal articles, book chapters, and scientific abstracts. He is currently the Chairman of the West Virginia AAP Committee for Children with Special Health Care Needs and Foster Care. He was also awarded West Virginia’s first five-year, Healthy Tomorrows grant from 2007 to 2012 to coordinate medical care, with a focus on ADHD, for homeless children. Dr. Lewis also received the inaugural Abraham Finkelstein Resident Teaching Award and two Special Recognition Awards from the AAP. Dr. Lewis and his wife Libby, have six grown children including twins, all with careers in medicine or teaching. Two of the boys have ADHD with associated educational and behavioral issues. They are particularly proud of their three grandchildren and are happy to provide pictures on request. From the Podcast: If you are worried about your child being sick, the first thing to check is their temperature. A high fever for over 24 hours is a big concern. Seek medical attention if that happens. The new coronavirus like illness being seen in children is still being studied. It is similar to, but not Kawasaki Disease. Dr. Lewis wants to reassure parents that there are very few cases and that the top medical experts around the world are on it so not to panic. Dr. Lewis recommends the following tips to a healthy and happy home life during this time: • Have a regular schedule – get your kids up at the same time each day • Be optimistic – a recent study of kids in China has shown those who had an optimistic outlook were able to be less depressed or anxious compared to other children their age who were not optimistic • Time to connect with your kids – join them in an activity they think is fun (don’t just spend time with them doing school work!) • Take time to take care of YOU – this is essential! • Reach out to talk to other adults – you need the support of your community and if you are stressed talking it out with someone will help you. Dr. Lewis recommends parents check Healthychildren.org for up to date facts and information. Thanks for listening! It means so much to me that you listened to my podcast! If you would like to purchase my book or other parenting resources, visit me at www.yellingcurebook.com With this podcast, my intention is to build a community of parents that can have open and honest conversations about parenting without judgement or criticism. We have too much of that! I honor each parent and their path towards becoming the best parent they can be. My hope is to inspire more parents to consider the practice of Peaceful Parenting. If you know somebody who would benefit from this message, or would be an awesome addition to our community, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a note in the comment section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe on the podcast app on your mobile device. Leave a review I appreciate every bit of feedback to make this a value adding part of your day. Ratings and reviews from listeners not only help me improve, but also help others find me in their podcast app. If you have a minute, an honest review on iTunes goes a long way! Thank You!!

This week Bobbi Conner talks with Dr. Angela LaRosa about routines and structure to help kids with ADHD during the stay-at-home restrictions and remote learning due to the pandemic. Dr. LaRosa is a Professor of Developmental and Behavioral Pediatrics and she’s Medical Director of the Developmental and Behavioral Pediatrics Clinic at MUSC Children’s Health.

Podcast Transcript coming soon: It's important to have clear communication with all parties involved when you're seeking diagnosis and treatment for ADHD. Is MeHealth for ADHD the breakthrough assessing and treating tool that will help make communication between physicians, parents, and teachers better? How can it be used to optimize medication treatment and minimize side effects? These and more questions will be answered by the guest, Dr. Tanya Froehlich. Tanya Froehlich, MD, MS Tanya Froehlich, MD, MS, is a developmental-behavioral pediatrician and an ADHD clinical specialist and researcher who strives to improve ADHD care in numerous ways. She is a member of the board of directors for the Society of Developmental and Behavioral Pediatrics and for the American Professional Society of ADHD and Related Disorders. Dr. Froehlich currently serves on national ADHD clinical practice guideline development committees for both the American Academy of Pediatrics and the Society for Development and Behavioral Pediatrics. Dr. Froehlich earned her medical degree from Yale University.  

It's important to have clear communication with all parties involved when you're seeking diagnosis and treatment for ADHD. Is MeHealth for ADHD the breakthrough assessing and treating tool that will help make communication between physicians, parents, and teachers better? How can it be used to optimize medication treatment and minimize side effects? These and more questions will be answered by the guest, Dr. Tanya Froehlich. Tanya Froehlich, MD, MS, is a developmental-behavioral pediatrician and an ADHD clinical specialist and researcher who strives to improve ADHD care in numerous ways. She is a member of the board of directors for the Society of Developmental and Behavioral Pediatrics and for the American Professional Society of ADHD and Related Disorders. Dr. Froehlich currently serves on national ADHD clinical practice guideline development committees for both the American Academy of Pediatrics and the Society for Development and Behavioral Pediatrics. Dr. Froehlich earned her medical degree from Yale University.

It's important to have clear communication with all parties involved when you're seeking diagnosis and treatment for ADHD. Is MeHealth for ADHD the breakthrough assessing and treating tool that will help make communication between physicians, parents, and teachers better? How can it be used to optimize medication treatment and minimize side effects? These and more questions will be answered by the guest, Dr. Tanya Froehlich. Tanya Froehlich, MD, MS, is a developmental-behavioral pediatrician and an ADHD clinical specialist and researcher who strives to improve ADHD care in numerous ways. She is a member of the board of directors for the Society of Developmental and Behavioral Pediatrics and for the American Professional Society of ADHD and Related Disorders. Dr. Froehlich currently serves on national ADHD clinical practice guideline development committees for both the American Academy of Pediatrics and the Society for Development and Behavioral Pediatrics. Dr. Froehlich earned her medical degree from Yale University.

Health Check Ep 24: Impact of smart devices in same bedroom co-shared with infant children 11:50 mins Synopsis: In this fortnightly podcast series on Wednesdays, The Straits Times guides you to healthier living and clears up some common misconceptions on health. In this episode, ST correspondent Joyce Teo and podcasting head Ernest Luis host Dr Mae Wong, a senior consultant at the department of child development at KK Women's and Children's Hospital.  This episode is aimed at the impact of early screen exposure on children's behaviour. A study here has shown that children as young as 18 months and below who get their first screen time in front of electronic devices, and even computers and the television, may experience more disrupted sleep as well as emotional and behavioural difficulties.  The study was published in the Journal of Developmental and Behavioral Pediatrics earlier this year. She answers the following questions:  1. Why parents need to be aware of having screens or mobile devices in the same bedroom as their infant children (1:58) 2. Spotting symptoms like hyperactivity, poor attention, increased temper tantrums and parental/caregiver management strategies in Singapore (4:01) 3. Tips on setting clear house rules like time, and working in a variety of interactive activities (5:33) 4. For children with neuro-developmental disorders, their parents surveyed revealed an average screen time exposure of four hours a day (6:53)  5. How grandparents and domestic helpers should also pick tips up from parents on managing their young children and not using mobile devices as simple babysitting tools (9:33)  Produced by: Joyce Teo and Ernest Luis Edited by: Adam Azlee Follow more Health Check podcasts and rate us on: Spotify: http://str.sg/oeGY  Apple Podcasts: http://str.sg/oeXP  Google Podcasts: http://str.sg/oeLN  Playlist: https://str.sg/Jw7R  Website: http://str.sg/stpodcasts  Feedback to: podcast@sph.com.sg  Thank you for your support! ST & BT Podcasts picked up a silver medal for Best Digital Project to engage younger and/or millennial audiences at 2019 Asian Digital Media Awards by Wan-Ifra:  https://str.sg/Jw5T  Watch a video of Podcasts on the rise in Singapore: https://youtu.be/aGJ4cbch6eQ See omnystudio.com/listener for privacy information.

Health Check Ep 24: Impact of smart devices in same bedroom co-shared with infant children 11:50 mins Synopsis: In this fortnightly podcast series on Wednesdays, The Straits Times guides you to healthier living and clears up some common misconceptions on health. In this episode, ST correspondent Joyce Teo and podcasting head Ernest Luis host Dr Mae Wong, a senior consultant at the department of child development at KK Women's and Children's Hospital.  This episode is aimed at the impact of early screen exposure on children's behaviour. A study here has shown that children as young as 18 months and below who get their first screen time in front of electronic devices, and even computers and the television, may experience more disrupted sleep as well as emotional and behavioural difficulties.  The study was published in the Journal of Developmental and Behavioral Pediatrics earlier this year. She answers the following questions:  1. Why parents need to be aware of having screens or mobile devices in the same bedroom as their infant children (1:58) 2. Spotting symptoms like hyperactivity, poor attention, increased temper tantrums and parental/caregiver management strategies in Singapore (4:01) 3. Tips on setting clear house rules like time, and working in a variety of interactive activities (5:33) 4. For children with neuro-developmental disorders, their parents surveyed revealed an average screen time exposure of four hours a day (6:53)  5. How grandparents and domestic helpers should also pick tips up from parents on managing their young children and not using mobile devices as simple babysitting tools (9:33)  Produced by: Joyce Teo and Ernest Luis Edited by: Adam Azlee Follow more Health Check podcasts and rate us on: Spotify: http://str.sg/oeGY  Apple Podcasts: http://str.sg/oeXP  Google Podcasts: http://str.sg/oeLN  Playlist: https://str.sg/Jw7R  Website: http://str.sg/stpodcasts  Feedback to: podcast@sph.com.sg  Thank you for your support! ST & BT Podcasts picked up a silver medal for Best Digital Project to engage younger and/or millennial audiences at 2019 Asian Digital Media Awards by Wan-Ifra:  https://str.sg/Jw5T  Watch a video of Podcasts on the rise in Singapore: https://youtu.be/aGJ4cbch6eQ

A couple of months ago, when I was interviewing listener Rose Hoberman for her Sharing Your Parenting Mojo episode (https://yourparentingmojo.com/rosehoberman/) , she casually mentioned after we got off air that her father in law – Dr. Benard Dreyer – is the immediate past president of the American Academy of Pediatrics, and would I like her to make a connection? I almost coughed up my water as I said yes, please, I very much would like her to make a connection if he would be interested in answering listener questions about the AAP’s policies and work.  Dr. Dreyer gamely agreed to chat, and in this wide-ranging conversation we cover the AAP’s stance on sleep practices, screen time, discipline, respect among physicians, and what happens when the organization reverses itself… (#) Jen: 00:01:37 Hello and welcome to the Your Parenting Mojo podcast. Regular listeners might recall that I launched a new segment of the show a couple months back called Sharing Your Parenting Mojo where I interviewed listeners about what they've learned from the show and what parenting issues they’re still struggling with. My second interview for this segment was with listener Rose Hoberman and at the end of our conversation she just kinda casually threw out, “so, you know, my father in law is actually a past president of the American Academy of Pediatrics. So let me know if you'd like to interview him.” And I was kind of shell shocked for a minute and I just said, yes, if you could set that up for me as soon as you can, I'd really appreciate it. So here with us today is Dr. Benard Dreyer who's Director of the Division of Developmental and Behavioral Pediatrics and also a Professor in the Department of Pediatrics at the Hassenfeld Children's Hospital, which is part of New York University Langone. Jen: 00:02:26 Dr. Dreyer works closely with children who have autism spectrum disorder, ADHD, language delays, genetic problems and behavioral difficulties in school. Dr. Dreyer received his M.D. from New York University and he held a variety of leadership positions within the AAP before serving as its president in 2016 and he continues to serve as its Medical Director for Policies. Dr. Dreyer has also hosted the SiriusXM Satellite Radio Show On Call For Kids, a two-hour show that has run two to three times a month since 2008, which is incredible coming from a podcast perspective. Welcome Dr. Dreyer. Dr. Dreyer: 00:03:02 Pleasure to be here. Jen: 00:03:03 So I solicited most of the questions from this interview from people who are subscribed to the show via my website and who get emails from me and they were able to email me back and send me their questions as well as those who are in the Your Parenting Mojo Facebook group. One thing that really stuck out to me as the questions started rolling in was the extent to which parents, at least in the US to some extent abroad, really like to know what the American Academy of Pediatrics says about a particular topic. And they might not always agree with the AAP’s position and they might even make a decision to ignore the AAP’s advice, but they always like to know what the AAP says before they do that. So the position that AAP takes really does carry a lot of weight. I wonder if you can walk us through what it's like to make one of these recommendations that are probably based on hundreds of studies with conflicting results and boil it down into something like no screen time for children under 18 months and no more than one hour a day for children ages two to five. How does that work? I guess starting at the beginning, how do you decide what studies to include? Dr. Dreyer: 00:04:06 Well, I think even before we decide what studies to include, there is the question of what topics should we have like policies or recommendations on. I think we choose topics based on what we think are the important issues for both pediatricians and practice where they're dealing with...

Dr. Marilyn Augustyn discusses when you might need to see a developmental and behavioral specialist, what to expect at your first few visits, and BMC's  3-part model for how patients are treated.

Paul H. Dworkin, MD Paul Dworkin is Executive Vice President for Community Child Health at Connecticut Children's Medical Center and professor of pediatrics at the University of Connecticut School of Medicine.   For 15 years, he served as physician-in-chief at Connecticut Children’s and chair of Pediatrics at UCONN.  Dr. Dworkin’s interests are at the interface among child development, child health services, and child health policy and he has authored more than 150 publications.  Dr. Dworkin’s honors include teaching awards, visiting professorships, and named lectureships.  He was the editor of the Journal of Developmental and Behavioral Pediatrics from 1997-2002 and was a member of the first entering class of the Academy of Distinguished Educators at the UCONN School of Medicine.   In 2003, Dr. Dworkin received the prestigious C. Anderson Aldrich Award from the American Academy of Pediatrics in recognition of achievement in the field of child development.  His vision led to the creation of Help Me Grow, a Connecticut statewide initiative to promote the early detection of children at risk for developmental and behavioral problems and their linkage to programs and services that is currently being replicated in more than 25 states.   He currently is chair of the board of directors of the Urban League of Greater Hartford.  Dr. Dworkin received his bachelor’s degree from Rutgers University and his medical degree from the Johns Hopkins University School of Medicine. He completed his pediatric training at Boston Children's Hospital.  He also received a certificate in policy analysis from the University of North Dakota.

Author: Don Stader, MD Educational Pearls:   Recent study has revealed that infant walkers are more harmful than helpful Infant walkers can also delay motor function The American Academy of Pediatrics calls for a ban on walkers as they are a preventable cause of injury   References: Siegel AC, Burton RV. (1999).Effects of baby walkers on motor and mental development in human infants. Journal of Developmental and Behavioral Pediatrics. 20:355–361. Sims A, et al. (2018). Infant Walker-Related Injuries in United States. Pediatrics 142(4). Summary by Travis Barlock, MS4  | Edited by Erik Verzemnieks, MD

Andrew N. Meltzoff es Catedrático Job and Gertrud Tamaki de la Universidad de Washington y Co-Director del Institute for Learning & Brain Sciences de dicha Universidad. El profesor Meltzoff se licenció por la Harvard University y obtuvo su grado de doctor en la Oxford University. Es considerado un experto internacional en el desarrollo de bebés y niños. Sus descubrimientos sobre la imitación infantil han revolucionado la comprensión de la cognición temprana, la personalidad y el desarrollo del cerebro. El Dr. Meltzoff ha sido galardonado con el MERIT Award del National Institute of Health y, en el año 2005, recibió el premio a la investigación de excelencia de la Society for Developmental and Behavioral Pediatrics así como el Kenneth Craik Award in Psychology de la Cambridge University. El Dr. Meltzoff es miembro de la American Academy of Arts & Sciences, la American Association for the Advancement of Science, la American Psychological Association y la American Psychological Society.

Andrew N. Meltzoff es Catedrático Job and Gertrud Tamaki de la Universidad de Washington y Co-Director del Institute for Learning & Brain Sciences de dicha Universidad. El profesor Meltzoff se licenció por la Harvard University y obtuvo su grado de doctor en la Oxford University. Es considerado un experto internacional en el desarrollo de bebés y niños. Sus descubrimientos sobre la imitación infantil han revolucionado la comprensión de la cognición temprana, la personalidad y el desarrollo del cerebro. El Dr. Meltzoff ha sido galardonado con el MERIT Award del National Institute of Health y, en el año 2005, recibió el premio a la investigación de excelencia de la Society for Developmental and Behavioral Pediatrics así como el Kenneth Craik Award in Psychology de la Cambridge University. El Dr. Meltzoff es miembro de la American Academy of Arts & Sciences, la American Association for the Advancement of Science, la American Psychological Association y la American Psychological Society.

Christina Buysse, MD. Developmental and Behavioral Pediatrics, Stanford University School of Medicine. Helen Phung, PT Supervisor, California Children's Service, San Mateo County. Patty Wlash, Chief Therapist, California Children's Service, San Mateo County. Series: "Developmental Disabilities Update" [Health and Medicine] [Education] [Professional Medical Education] [Show ID: 33519]

Christina Buysse, MD. Developmental and Behavioral Pediatrics, Stanford University School of Medicine. Helen Phung, PT Supervisor, California Children's Service, San Mateo County. Patty Wlash, Chief Therapist, California Children's Service, San Mateo County. Series: "Developmental Disabilities Update" [Health and Medicine] [Education] [Professional Medical Education] [Show ID: 33519]

Kate Wallis, MD, a fellow with the Division of Developmental and Behavioral Pediatrics at Children's Hospital of Philadelphia, talks about autism screening using the M-CHAT, signs of autism spectrum disorder, cultural and language considerations, management of common comorbidities like food selectivity, and more. She also discusses how pediatricians can support parents and siblings of children with autism spectrum disorder. Published March 2018. This podcast is for general informational and educational purposes only and is not to be considered as medical advice for any particular patient. Clinicians must rely on their own informed clinical judgment in making recommendations to their patients. ©2018 by Children's Hospital of Philadelphia, all rights reserved.

Dr. Wayne Fisher has spent decades researching the assessment and treatment of severe behavior problems. In Session 45 of The Behavioral Observations Podcast, he joins me to discuss current Functional Analysis and Function-Based Treatment strategies, his concerns for the field as it experiences rapid expansion, and advice for new practitioners. Here is his bio-sketch from the Munroe-Meyer Institute's website: Wayne Fisher is the H.B. Munroe professor of behavioral research in the Munroe-Meyer Institute and the Department of Pediatrics at the University of Nebraska Medical Center. He is also the director of the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute, a board certified behavior analyst at the doctoral level (BCBA-D), and a licensed psychologist. He was previously a professor of psychiatry at Johns Hopkins University School of Medicine and served as executive director of the Neurobehavioral Programs at the Kennedy Krieger Institute and the Marcus Behavior Center at the Marcus Institute, where he built clinical-research programs in autism and developmental disabilities with national reputations for excellence. Fisher’s methodologically sophisticated research has focused on several intersecting lines, including preference, choice, and the assessment and treatment of autism and severe behavior disorders, that have been notable for the creative use of concurrent schedules of reinforcement, which have become more commonplace in clinical research primarily as a result of his influence. He has published over 175 peer-reviewed research studies in over 30 different behavioral and/or medical journals, including: the Journal of Applied Behavior Analysis; Psychological Reports; American Journal on Intellectual and Developmental Disabilities; Journal of Pediatrics; the Journal of Developmental and Behavioral Pediatrics; Pediatrics; and The Lancet. Fisher is a past editor of the Journal of Applied Behavior Analysis, a past president of the Society for the Experimental Analysis of Behavior, a fellow in the Association for Behavior Analysis, and recipient of the Bush Leadership Award, the APA (Division 25) Award for Outstanding Contributions to Applied Behavioral Research, the UNMC Distinguished Scientist Award, and the University of Nebraska system-wide Award for Outstanding Research and Creativity Activity. Session 45 of The Behavioral Observations Podcast is sponsored by Chartlytics.com and Operantcoffee.com.  Chartlytics has set up a special page on their site for listeners to this podcast. Specifically, they are offering the following: A free webinar that provides a 1-Credit Type 2 Continuing Education Unit A free eBook on Precision Teaching and Standard Celeration Charting A 10% discount on upcoming Chartlytics workshops To learn more about these discounts and freebies, go to Chartlytics.com/matt. If you want some awesome coffee that is sustainably produced that happens to be 10% off, go to operantcoffee.com/shop and use the discount code BEHAVIORCOFFEE.

Dr. Frances Glascoe is a Professor Pediatrics at Vanderbilt University where for she directed the developmental-behavioral pediatrics rotation for 15 years and continues to work with pediatric residents, nursing and medical students, and community providers. She is the author of more than 100 peer-reviewed publications, a textbook on developmental-behavioral services in primary care, several screening tests, serves on the editorial board of the Journal of Developmental and Behavioral Pediatrics and is a past editor of the American Academy of Pediatrics’ Section on Developmental and Behavioral Pediatrics Newsletter.  In October, 2000, she received the Academy’s Dale Richmond Award in child development.

Well this took a bit longer than I’d planned…  WAY BACK in episode 11 I did Part 1 of a two-part series on tantrums, and was expecting to release the second episode in short order.  Then I got inundated with interviews from awesome guests, which I always wanted to release as soon as I could after I spoke with them, and months have gone by without releasing that second episode. Episode 11 (https://yourparentingmojo.com/tantrums-part-1/) provided a lot of background information on tantrums: a seminal study in 1931 really forms the basis for all the research on tantrums that has been done since then, so we went through it in some depth to understand what those researchers found – I was surprised that so much of the information was still relevant to parents today. This episode considers the more recent literature – of which there actually isn’t a huge amount – to help us understand what’s going on during a tantrum, how to deal with them once they start, and how to potentially head them off before they even fully develop (don’t we all want that?!). References Denham, S.A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York: Kluwer Academic/Plenum. Green, J.A., Whitney, P.G., & Potegal, M. (2011). Screaming, yelling, whining, and crying: Categorical and intensity differences in vocal expressions of anger and sadness in children’s tantrums. Emotion 11(5), 1124-1133. DOI: 10.1037/a0024173 Levine, L.J. (1995). Young children’s understanding of the causes of anger and sadness. Child Development 66(2), 697-709. LeVine, R., & LeVine, S. (2016). Do parents matter? Why Japanese babies sleep soundly, Mexican siblings don’t fight, and American families should just relax. New York: Public Affairs. Lieberman, M.D., Eisenberger, N.E., Crockett, M.J., Tom, S.M., Pfeifer, J.H., & Way, B.M. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli. Psychological Science 18(5), 421-428. Parens, H. (1987). Aggression in our children: Coping with it constructively. Northvale, NJ: Jason Aronson. Potegal, M., & Davidson, R.J. (1997). Young children’s post tantrum affiliation with their parents. Aggressive Behavior 23, 329-341. Potegal, M., & Davidson, R.J. (2003). Temper tantrums in young children: 1. Behavioral composition. Development and Behavioral Pediatrics 24(3), 140-147. Potegal, M., Kosorok, M.R., & Davidson, R.J. (2003). Temper tantrums in young children: 1. Tantrum duration and temporal organization. Development and Behavioral Pediatrics 24(3), 148-154.   (#) Transcript Hello and welcome to the Your Parenting Mojo podcast.  Today’s episode is the second in a two-part series on tantrums.  The first part ran a few weeks ago and talked about the study done in 1931 that really forms the backbone for all of the research on tantrums that has been done since – and I was surprised to see that actually not a ton of research has been done since, so that first study really remains the gold standard in terms of the basis of our understanding of tantrums.  This episode builds on that study and considers the more recent literature that can help us to understand what’s going on in a tantrum as well as methods we might try to avoid tantrums in the first place, and get through them once they start. Much of the more recent work to understand tantrums has been done by Michael Potegal at the University of Minnesota.  He published a two-part series of articles a while back now, in 2003, which aimed to understand what kinds of behaviors and for how long tantrums tend to last in children.  The first paper was on the behaviors in tantrums, which were gathered via a phone and follow-up mailed survey of 1219 families in Madison, Wisconsin.  I should note here that if you’re a white middle-class parent of a...