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Embedding Universal Language Promotion in Pediatric Primary Care to Optimize Early Child Development and Reduce Long-Term Health Disparities.
J Dev Behav Pediatr
January 2025
Juniper Gardens Children's Project, University of Kansas, Lawrence, KS; and.
Objective: To report on the feasibility and outcomes of universal language promotion intervention (Talk With Me Baby [TWMB]) embedded within routine well-child care for children from birth to 3-years old.
Methods: Across 2 primary care clinics, 29 health care team members participated in a 12-month trial to deliver TWMB within well-child care visits. Feasibility was based on clinician feedback during the trial, clinician knowledge assessments, and clinic data.
Parents' initiative in community-based support for children with intellectual and developmental disabilities: The non-profit model.
J Intellect Dev Disabil
January 2025
Tel-Hai College, Upper Galilee, Israel.
Background: The birth of a child with an intellectual or developmental disability inherently presents challenges to parents regarding the child's long-term future. This qualitative study examined the perceptions of parents who are kibbutz members, focusing on the non-profit organisation they established and the socioeconomic model they developed to ensure the future wellbeing of their children with intellectual and developmental disabilities.
Method: In-depth interviews were conducted with 12 participants and used a thematic analysis based on case study methodology.
Health Care Providers' Attitudes and Knowledge Related to Tic Disorder Identification and Treatment.
J Dev Behav Pediatr
January 2025
Division of Human Development and Disability, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Atlanta, GA.
Objective: Our study assessed child-serving health care providers' attitudes and knowledge related to identification and treatment of tic disorders including Tourette syndrome (TS), among children.
Methods: We analyzed cross-sectional data from the 2022 Fall DocStyles, a web-based survey of health care providers. The analytic sample included 1058 child-serving providers (403 family practitioners, 232 internists, 251 pediatricians, and 172 nurse practitioners or physician assistants).
All on the Same Team: Simulated Learning to Introduce Pediatric Residents to Interprofessional Collaboration with Individualized Education Program Teams.
J Dev Behav Pediatr
January 2025
Division of Developmental Medicine, Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN.
Objective: Our study sought to determine if participation in a simulated Individualized Education Program (IEP) meeting improved pediatric medical residents' attitudes toward the IEP team as an interprofessional health care team.
Methods: Pediatric medical residents on the Developmental-Behavioral and Advocacy rotations at an urban medical center participated in a simulated IEP eligibility meeting for a case of a fourth grader with a specific learning disability. Standardized actors portrayed the child's parent, principal, school psychologist, and classroom teacher.
Introduction Young children with intellectual and developmental disabilities (IDD) who have limited speech and language require access to augmentative and alternative communication (AAC) intervention, including technology and instruction. While research shows that AAC intervention can effectively support communication from children with IDD, research on its impact on school readiness skills is limited. Methods Two preschool aged children with IDD participated in this study.
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