Journal of Developmental and Behavioral Pediatrics最新文献

{"title":"The Father's Role in Complementary Feeding During Infancy in Turkey.","authors":"Beril Aydın, Mustafa Agah Tekindal, Elif Nursel Özmert","doi":"10.1097/DBP.0000000000001382","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001382","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study was to determine the effect of fathers' participation in complementary feeding on the occurrence of parent-reported behavioral feeding problems in infants.</p><p><strong>Method: </strong>Both parents in the intervention group and mothers in the control group were trained for 20 minutes in accordance with the national complementary feeding guideline. Behavioral feeding status were evaluated by Behavioral Pediatrics Feeding Assessment Scale.</p><p><strong>Results: </strong>The frequency of fathers engaged in infant feeding increased in the intervention group compared with in the control group at the follow-ups (p < 0.05), respectively. The frequency of behavioral feeding problems at 9th and 12th months in the intervention group was 44.7% and 18.8%, respectively, compared with 79.5% and 65% in the control group (p < 0.05). Problems related to the attitudes of fathers during feeding in the intervention group were lower than the control group. The Behavioral Pediatrics Feeding Assessment Scale scores in the intervention group were 54.36 ± 6.82 and 53.31 ± 6.62 for fathers, while they were 62.54 ± 6.69 and 61.28 ± 7.73 for fathers in the control group, at the 9th and 12th months, respectively (p < 0.01).</p><p><strong>Conclusion: </strong>Training and engaging fathers on complementary feeding positively affects the feeding attitudes and behaviors of parents and reduces early behavioral feeding problems in infants.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relations Among GI Symptoms, Mental Health, and Online Schooling for Youth With GI Conditions During the COVID-19 Pandemic.","authors":"Abigail S Robbertz, Cecelia I Nelson, James Peugh, Kevin Hommel, Lisa P Armistead, Lindsey L Cohen","doi":"10.1097/DBP.0000000000001429","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001429","url":null,"abstract":"<p><strong>Objectives: </strong>For youth with gastrointestinal (GI) conditions, mental health symptoms can exacerbate GI symptoms. In a cyclical fashion, experiencing GI symptoms at school can contribute to depression, anxiety, and embarrassment. This study evaluated the impact of school instruction type on mental health and GI symptoms for youth with GI conditions during the COVID-19 pandemic.</p><p><strong>Method: </strong>Data were collected from caregivers and patients aged 8 to 17 years with inflammatory bowel disease, celiac disease, and irritable bowel syndrome (N = 146) from September to December 2020. Patients completed measures of depression, anxiety, anger, and GI symptoms; caregivers provided their child's school instruction type (online, hybrid, or in-person). Analyses were conducted to examine the relations of mental health symptoms, GI symptoms, and school instruction type.</p><p><strong>Results: </strong>Participants generally had mild levels of depressive symptoms (T = 55.50), and anxiety (T = 53.02) and anger (T = 49.92) symptoms were within normal limits. Anxiety and GI symptoms were positively related (b = 0.14, p < 0.01), and if participants were attending school online, they had worse GI symptoms (b = 0.46, p < 0.05). However, there was no significant interaction between anxiety and instruction type. Depression and anger were not significantly related to GI symptoms and there were no significant interactions.</p><p><strong>Conclusion: </strong>For children with GI conditions during the pandemic, as their anxiety symptoms increased, so did their GI symptoms. Further research should examine the long-term effects of virtual learning for those with GI conditions.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Child With Oppositional Behavior After a Burn Injury: A Role for Inpatient Developmental Pediatrics Consults.","authors":"Alexandra Seabury, Kathleen Campbell, Casey J Clay, Emily C Minges, Paul S Carbone, Felix Kreier, Marilyn Augustyn","doi":"10.1097/DBP.0000000000001423","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001423","url":null,"abstract":"<p><strong>Case: </strong>A 5-year-old girl with a history of autism spectrum disorder was admitted to inpatient rehabilitation after extensive accidental burns requiring skin grafts to her upper body. During her admission, she had increasingly aggressive behaviors toward staff, hyperactivity, impulsivity, and refusal to participate in therapies. She resisted transitions between activities, hit her bed rails, and eloped from her room. Goals during physical therapy sessions included stretching and strengthening her scarred extremities to increase mobility. Her behavior increased her risk of healing complications and became a significant barrier to progress in her rehabilitation. The medical team consulted developmental and behavioral pediatrics to recommend medications for oppositional behaviors not responding to behavioral strategies.A developmental and behavioral pediatrics consulting team of physicians and nurses met the patient, gathered history, and observed the child in the hospital. The patient's developmental history was significant for expressive language delay and autism spectrum disorder. At home, she preferred solitary play and spinning objects and had an intense interest in horses. In the school setting, she was supported with an individualized education plan and special education services. In crowded areas, she wore noise-canceling headphones to accommodate auditory sensory hypersensitivity. Her mother reported maintaining a strict schedule at home around mealtimes, bath time, and bedtime, which provided comfort and limited tantrums. She had never needed medication to manage behaviors at home or at school in the past.When the developmental pediatrics team observed her in the hospital, she eloped from a physical therapy session in the gym and refused to participate in a hospital school session. Therapies occurred at variable times throughout the day, and she resisted transitions between therapies. She frequently complained of itching from healing burn sites and had developed new daytime urinary incontinence. During examination, she engaged in back-and-forth ball play and sought reassurance from her parent. Therapists, nurses, and behavioral health providers were interested to hear any ideas to support her. What should the developmental and behavioral pediatrics team recommend?</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family and Caregiver Quality of Life in Pediatric Neuromuscular Diseases: Psychosocial and Disease-related Predictors.","authors":"Javiera Ortega, Natalia Vázquez, Maddalen García-Sanchoyerto, Imanol Amayra Caro","doi":"10.1097/DBP.0000000000001421","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001421","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to explore family and caregiver's quality of life, identifying psychosocial factors related to it.</p><p><strong>Method: </strong>A cross-sectional quantitative study was carried out with 153 caregivers of children and adolescents with various neuromuscular diagnosis. Caregivers responded to the PedsQL FIM, PAS, MOS, and FACES III scales.</p><p><strong>Results: </strong>Medium to low levels of quality of life (QoL) were found in caregivers of children with neuromuscular diseases. Caregivers reported low perceived family resources, but most of them presented good psychological adaptation and social support. QoL differences were found according to child's functional dependence and access to pharmacological treatment. Multiple regression analysis showed a model for Family QoL explained by family resources, caregiver's age, social support, and child's functional dependence.</p><p><strong>Conclusion: </strong>Families had better levels of QoL because they have a higher perception of their family resources, caregivers are older, have more functional social support, and the child has a higher degree of dependency. Results emphasized the need to adopt a psychological and family approach in the management of neuromuscular diseases.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Keeping the Door Open\": The Lived Experiences of Developmental Pediatricians in Caring for Families.","authors":"Donna Koller, Lisa Grech, Amarens Matthiesen","doi":"10.1097/DBP.0000000000001420","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001420","url":null,"abstract":"<p><strong>Objective: </strong>Within an evolving and increasingly complex pediatric context, little is known about how developmental pediatricians experience their interactions with families within nuanced clinical practices that demand flexibility and a tolerance for ambiguity. To address this gap, this study explored the perspectives and experiences of developmental pediatricians regarding their communications and interactions with children and families.</p><p><strong>Method: </strong>A qualitative exploratory design informed by phenomenology was used. Individual semi-structured interviews were conducted with 12 developmental pediatricians across Canada. Issues involving children's agency and their right to participate in shared decision-making were examined.</p><p><strong>Results: </strong>Developmental pediatrics emerged as an inherently relational practice that involves building strong long-term relationships with caregivers through a strength-based, humble, and self-reflexive approach. \"Keeping the door open\" and \"planting the seed\" arose as metaphorical representations of developmental pediatricians' commitment to ensuring caregivers feel supported and understood. Moreover, challenges associated with involving children in decision-making processes, as well as managing caregivers' understandings and desires for their child's diagnosis were evident.</p><p><strong>Conclusion: </strong>The findings generated by this study elucidate the clinical approaches and communication styles of developmental pediatricians. Despite participants' strong family-centered approach to care, future clinical considerations should accentuate the promotion of children's autonomy and rights in developmental pediatrics.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Journal Article Reviews.","authors":"Ramkumar Aishworiya, Audrey Christiansen, Beth Bloom Emrick, Michele Ledesma","doi":"10.1097/DBP.0000000000001419","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001419","url":null,"abstract":"","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of a Time-limited Parent Training Program via Telehealth for Children With Autism Spectrum Disorder and Externalizing Behavior.","authors":"A Dawn Greathouse, Patricia K Zemantic, Whitney Strong-Bak, Corey Lieneman, Lynda B Hayes","doi":"10.1097/DBP.0000000000001416","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001416","url":null,"abstract":"<p><strong>Objective: </strong>The Research Units in Behavioral Intervention (RUBI) Autism Network Parent Training Program is an effective behavioral parent training program for reducing child externalizing behavior and parenting stress in families of children with autism spectrum disorder (ASD). The present study examined the effectiveness, feasibility, and acceptability of a time-limited (i.e., 6-10 sessions), telehealth delivered, and community-based adaptation of the RUBI program for families of children with suspected or diagnosed ASD.</p><p><strong>Method: </strong>Twenty-six parents started treatment, and 18 were considered treatment completers (i.e., completed a minimum of 6 sessions). To assess effectiveness, the Aberrant Behavior Checklist, Parenting Stress Index-Short Form (PSI-4-SF), and Clinical Global Impression-Improvement (CGI-I) were used. Feasibility was evaluated through therapist fidelity, Therapist-Reported Parent Objectives, session attendance, and homework completion. Parent satisfaction was measured via a post-treatment questionnaire.</p><p><strong>Results: </strong>No significant differences were found from pretreatment to post-treatment on the ABC-2; however, there were significant reductions in the PSI-4-SF Parent-Child Dysfunctional Interaction subscale (p < 0.05) along with reductions in the PSI-4-SF Total Stress score (p < 0.05). Half of the treatment completers showed clinically significant improvement on the CGI-I. Overall, there were high therapist treatment fidelity, parent completed objectives, attendance, and homework completion. Furthermore, there were high approval ratings across several satisfaction categories.</p><p><strong>Conclusion: </strong>Results provide support for the continued research and use of brief, flexible, telehealth intervention formats in community settings for children suspected of or diagnosed with ASD diagnosis and their families.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Intersecting Identities on Student Well-being.","authors":"Purnima Valdez, Andrea Diaz Stransky, Crystal Grant, Marilyn Augustyn","doi":"10.1097/DBP.0000000000001409","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001409","url":null,"abstract":"<p><strong>Case: </strong>John is a 12-year-old African-American boy with a Specific Learning Disorder in Reading and Generalized Anxiety Disorder who you are seeing in follow-up at your clinic. Last fall, when John was having an escalation of his anxiety symptoms at school, he enacted the behavior intervention plan (BIP) that had been previously established by his educational team of informing his teacher that he needed to leave the classroom. He then paced the hallway outside of his classroom as a method of coping with the anxiety that he was experiencing. Approximately 3 months prior, John's teacher was unable to visualize him from her position in the classroom and subsequently called the School Resource Officer (SRO) to locate him. The SRO found John, who was in an emotionally dysregulated state. The SRO subsequently approached John who noted that he wanted to jump off a cliff. Rather than following the BIP which details the need to involve the school counselor and social worker when John is in an emotionally dysregulated state to perform a self-harm/threat assessment, the SRO bypassed this step and, instead, notified the emergency response team, who initiated a petition for psychiatric evaluation, thus temporarily limiting parental rights to make certain treatment decisions. This led to John being transported to the local Emergency Department (ED) in the backseat of a police vehicle.While in the ED, a urine toxicology assessment was performed which returned negative and John was subsequently evaluated by the child and adolescent psychiatrist on call who deemed that John was not an immediate threat to himself or others and discharged him home with his mother. Subsequent to this event, John exhibited refusal to return to school and would remain in his family's car for 30 to 60 minutes before entering the school in the morning. Once at school, he would go to an administrator's office where he felt safe, and his school work was brought to him. His long-standing therapist, who he had been seeing for management of anxiety, began providing Eye Movement Desensitization and Reprocessing therapy with John as a trauma-focused intervention to address the events he experienced at school.John continued to exhibit school avoidance and was placed on home-bound instruction by the school in the spring, which comprised 60 minutes of special education instruction in the home each week, without provision of general education instruction. John went from being an A/B student to earning Ds and Fs, and he was denied compensatory instructional services by the school in the summer.The family comes to your DBP clinic that summer asking for evaluation of his traumatic symptoms and to create a plan for the fall and returning to school.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Enhanced Developmental Screening at 18 Months to Identify Developmental Delays.","authors":"Emily Hamovitch, Tharani Raveendran, Eyal Cohen, Astrid Guttmann, Azmina Altaf, Christina Diong, Andrea Evans, Therese A Stukel, Magdalena Janus, Natasha R Saunders","doi":"10.1097/DBP.0000000000001418","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001418","url":null,"abstract":"<p><strong>Objective: </strong>We sought to measure whether receipt of an enhanced 18-month well-baby visit with use of a developmental screening tool versus a routine 18-month well-baby visit (which typically involves developmental surveillance without screening) is associated with time to identification of developmental delays.</p><p><strong>Method: </strong>We conducted a cohort study of children (17-22 months) in Ontario who received an 18-month well-baby visit (March 2020‒March 2022), followed to September 2022 using linked health administrative datasets. Visits were categorized as enhanced (n = 83,554) or routine (n = 15,723). The outcome was the identification of a developmental delay within 6 months (early) and more than 6 months after (late) the 18-month visit. Piecewise Cox proportional hazards models estimated hazard ratios (aHR) adjusted for child, maternal, and physician factors, comparing developmental delay diagnosis by visit type.</p><p><strong>Results: </strong>Children who received an enhanced visit were slightly older, had a lower representation in the most deprived group, and a higher percentage of patients with pediatricians as their usual provider of care. After adjustment, children with enhanced compared with routine visits were more likely to have developmental delays detected in the early period (aHR 1.19 95% CI 1.11‒1.28) but not in the late period following the well-baby visit.</p><p><strong>Conclusion: </strong>Enhanced visits are associated with earlier identification of developmental delays compared with routine visits in the 6 months following the 18-month well-baby visit. Enhanced developmental monitoring using screening tools may facilitate earlier recognition of developmental concerns.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Precision Medicine in Pediatric Attention-Deficit/Hyperactivity Disorder: A Systematic Review of Behavioral, Neurobiological and Genetic Diagnostic Biomarkers.","authors":"Marija Pranjić, Virginia Peisch, Nikolina Vukšić, Sambridhi Subedi, Anne B Arnett","doi":"10.1097/DBP.0000000000001403","DOIUrl":"https://doi.org/10.1097/DBP.0000000000001403","url":null,"abstract":"<p><strong>Objective: </strong>Attention-deficit/hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders and a common presenting concern in primary and developmental pediatric care. However, objective diagnostic tools are currently not available, leading to delayed and missed diagnoses. The current systematic review aimed to determine whether objective indices can serve as diagnostic markers for pediatric ADHD.</p><p><strong>Method: </strong>We conducted a systematic review of objective behavioral, neurobiological, and genetic biomarkers that could inform a precision medicine approach to diagnosis of pediatric ADHD. Following the PRISMA guidelines, we searched three major databases (MEDLINE, PsycInfo, and Scopus) for articles published between 2012 and 2024 that evaluated diagnostic biomarkers with a translational aim.</p><p><strong>Results: </strong>A total of 111 studies met inclusion criteria, including 42 behavioral, 44 neuroimaging, and 25 genetic studies. Among behavioral studies, measures of physical activity achieved discriminant validity in the good to excellent range. Neuroimaging biomarkers were strongest when machine learning and multiple-features models were used. A particularly promising direction involved task-based NIRS paradigms targeting cognitive control. The results of the genetic studies underscored the complexity of the genetic architecture of ADHD, implicating rare and common variants, as well as epigenetic mechanisms. MicroRNA and methylation profiles demonstrated the strongest accuracy, overall.</p><p><strong>Conclusion: </strong>Our systematic review identified promising candidate diagnostic markers for ADHD across behavioral, neuroimaging, and genetic methods. Multimethod approaches are likely to yield the strongest diagnostic accuracy. The complexity and cost of these approaches limits potential for implementation of a precision medicine approach to pediatric ADHD diagnosis in primary care settings.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}