Curricular Resources :
- Resident files and specific files on related developmental and behavioral conditions.
- Developmental and Behavioral Pediatrics: A Handbook for Primary Care, (eds) Parker, Zuckerman and Augustyn.
- Developmental and Behavioral Pediatrics: Evidence and Practice, (eds) Wolraich et al.
Knowledge/Skills:
INTERMEDIATE OBJECTIVES:
A. Recognize abnormal development and behavior and their manifestations, as well as other common problems associated with individuals with developmental and behavioral disorders.
B. Be familiar with the method of interdisciplinary evaluation, and know the roles and techniques in assessment of relevant allied professionals.
C. Learn effective communication during interviewing, interpreting clinic findings and counseling the family under stress.
D. Summarize pertinent data in a systematic way so that they are useful to medical and non-medical professionals.
E. Become familiar with common behavioral issues in children.
ENABLING OBJECTIVES
A. 1. Obtain a complete medical and developmental history, including a detailed family (genetic), prenatal, birth, and social history, including the parents' estimate of the child's level of functioning and their major concerns.
2. Perform a detailed physical examination with specific emphasis on developmental screening, recognition of dysmorphic features, neurologic abnormalities, and behavioral aberrations.
3. Be aware of the problems associated with mental retardation, cerebral palsy, epilepsy, autism, and learning disabilities as manifestations of developmental disabilities.
4. Recognize disorders that may lead to developmental abnormalities, as well as conditions frequently associated with developmental handicaps (e.g. inborn errors of metabolism, recognizable syndromes and other birth defects associated with developmental disorders).
5. Use key relevant references to assist in #3 as well as to employ journals, reprints, etc. to review selective subjects in detail.
6. Be aware of some of the known causes, and be aware that in the majority of cases, the etiology is unknown or unproven.
7. Be aware of the potential factors and problems that will influence the child's and family's adaptive ability.
8. Be aware of some of the conditions and problems that have the potential for primary, secondary, and tertiary prevention.
9. Plan a comprehensive interdisciplinary evaluation.
B. 1. Become familiar by observing other disciplines (e.g. Psychology, audiology, speech pathology, physical and occupational therapy, special education, etc.) with the techniques in their disciplines to assess children.
2. Become familiar with the roles of other disciplines on an interdisciplinary team (through attending interdisciplinary conferences).
3. Learn and understand the meaning of the findings and recommendations of the other disciplines.
4. Gain some knowledge of resources within the community with potential for follow-through coordination (e.g., schools, family service, Speech and Hearing Center, etc.), as well as the roles of the various disciplines in coordination.
C. 1. Communicate effectively with parents of all socioeconomic and cultural levels during interviewing.
2. Express concern and empathy for the client and the family, with respect and understanding of their stressful situation as evidenced by two-way communication, non-use of derogatory and pejorative terms in dealing with individuals with handicaps.
Main Course Topics :
Chronic conditions with developmental impact:
Autism; Spina bifida; Down syndrome; Developmental delay; ADHD
Interdisciplinary
concepts
Assessment, diagnosis treatment of developmental
disabilities
Typical and atypical behavior
Procedures:
1. Be familiar with the screening procedures utilized by various disciplines, such as in vision, hearing, development, and behavior--especially those that might be applicable to office practice.