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SDBP - 2022 Annual Conference ABPed MOC
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What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV/technology.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Discuss advances in the treatment of ADHD, ASD and other developmental-behavioral disorders.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
Objective 2: Discuss evidence based treatments for various DBP conditions and how to implement them into practice.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Did this program improve your Skill or Strategy in your role or contribution as a member of the healthcare team?
If no, why not?
Do you believe your participation in this activity will positively impact your healthcare team?
If yes, how?
If no, why not?
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Identify the knowledge gaps that exist among trainees in the care of young adults with developmental disabilities and the value of a curriculum to address them
Apply a systematic framework to approach young adults with developmental disabilities;
Determine how this curriculum can be used at participants' institutions to assess pediatric trainees’ understanding of the unique medical, legal and social issues that face IDDs in adulthood
The instructor used technology effectively
1) be aware of the critical role that a wellness curriculum can play in trainee education, particularly by preventing and ameliorating physician burnout
; 2) identify key wellness topics relevant to medical trainees, especially in the context of the COVID-19 pandemic, while being cognizant of the importance of Diversity, Equity, and Inclusion (DEI);
3) create a conceptual framework for a wellness curriculum, as well as consider important aspects of implementation and gain knowledge about potential resources.
The instructor used technology effectively
describe strategies (ranging from individual telemedicine consultation/direct observation of pediatricians in practice to mini-DBP fellowships
to best teach primary pediatric health care professionals (particularly those in more difficult to reach underserved communities
to longitudinally manage patients with DBP concerns within their own practices.
The instructor used technology effectively
Recognize family and child-level factors related to inequities in social and educational outcomes for neurodivergent children including children with identified disabilities
Use an ecosystems-based framework to approach the intersectionality of special education law and social inequities at the clinical/family level
; Teach practical skills that providers can use to connect caregivers to and facilitate relationships with family advocates;
The instructor used technology effectively
Create a personalized and culturally responsive wellness plan.
List 3 individual-level, culturally responsive strategies clinicians can routinely employ to promote personal wellness and mitigate the effects of stress
List 3 practical strategies clinicians can employ during patient encounters in order to promote personal wellness;
The instructor used technology effectively
Participants will identify their own mentorship expectations, and ways to align mentorship expectations with trainee’s goals in a culturally responsive way
Participants will develop relationship-centered communication skills to foster a safe space and promote accountability within mentoring relationships and healthcare in a culturally responsive way
Participants will understand methods to mitigate conflict in a culturally responsive way
The instructor used technology effectively
Describe key characteristics of effective real-time feedback
Apply real-time feedback strategies using BIE technology during case simulations
Evaluate scenarios in which BIE feedback would be most effective for learners.
The instructor used technology effectively
Identify internalized, interpersonal, and systemic factors in clinical parenting work
Utilize the process of peer debriefing to discuss navigating internalized, interpersonal, and systemic factors in clinical parenting work
Apply anti-bias strategies for supporting parents clinically;
The instructor used technology effectively
A. Participants will recognize and identify at least three indicators of complex ADHD based on one or more of the following: (a) unexpected or suboptimal response to psychostimulant medication; (b) symptoms that transcend the boundaries of standard ADHD criteria (i.e., 6 of 9 symptoms of inattention, hyperactivity/impulsivity, or both conditions); and/or (c) symptom onset earlier than age 4 years or later than age 12 years.
B. Participants will reference the Complex ADHD Guideline to work through empirically defined clinical pathways to a) suggest algorithmic modifications to pharmacological or behavioral treatment (and/or systematic approaches to re-assessment/data collection), and b) get treatment get back on track.
C. Participants will develop skills in management of complex cases where the interaction of multiple disciplines and medical, psychosocial, or educational factors make it difficult to determine how best to apply existing guidelines and evidence based practices.
The instructor used technology effectively
1) To become familiar with the DBP Disaster and Response Toolkit through the lens of various DBP-specific case illustrations
2) To gain the skills of creating an individualized action plan in a small-group setting using Qualtrics that includes specific timelines to be better prepared for both current and future pediatric disasters, particularly in their roles as DBP subject matter experts
3) To become more experienced in the process of brainstorming in an intra-professional group for the conceptualization of a proposed DBP pediatric disaster preparedness and response task force or special interest group.
The instructor used technology effectively
; Recognize when discrepancy in data is present and recommend actions to disambiguate the data
Analyze the details of each domain within various cognitive assessments and factors which influence performance
Target recommendations for learners at risk based on psychometric testing in younger children
The instructor used technology effectively
Learn to implement a model for training primary care providers and developmental behavioral pediatrics learners to screen for Adverse Childhood Experiences (ACEs)
Gain knowledge of a validated instrument to measure perceptions of racism experienced by patients in your clinic and learn how to utilize it in your clinical practice;
Identify ways our DBP clinical practice may limit access for those who really need us (and conversely, examine deliberate ways to make autism assessment or other services more accessible to diverse families).
The instructor used technology effectively
Identify physiologic and psychosocial risk factors that threaten development and behavior in children with chronic illnesses;
Detail evidence of altered development and behavior in children with specific conditions: congenital heart disease, sickle cell disease, spina bifida, muscular dystrophy, cleft palate
; Describe a systematic approach to developmental follow-up that will improve assessment and intervention in children with chronic illnesses.
The instructor used technology effectively
Participants will have knowledge on how to access general EPIC resources that help improve efficiency in documentation, gathering data through EPIC, document interdisciplinary clinics, and manage issues around open notes
Participants will be able to go back to their institutions to access new EPIC Foundation builds and then implement them into their practice
Participants will have tools on how to approach colleagues who are late adopters to using tools with the EMR.
The instructor used technology effectively
share key information relevant for professionals related to evaluating for learning and speech issues with ELs using the Culture-Language Interpretive Matrix (C-LIM) as a framework. Brief guidance will be provided related to ways to consider context, how to select tests, and how to interpret tests within the frame of C-LIMS
discuss the role of neurodiversity in medical training and its role in patient care.
Learn the use of different arts modalities in various aspects of health care will be presented in an artistic manner.
The instructor used technology effectively
Differentiate characteristics of ASD from those of significant cognitive delay;
Distinguish behaviors indicative of ASD from those that can be attributed to sensory impairment (hearing or vision)
Adapt interdisciplinary team evaluation processes to accommodate individual patient and family medical, cultural, and psychosocial needs.
The instructor used technology effectively
Attendees should be able to consider alternative models of care that utilize a multidisciplinary team of professionals to decrease waitlist times and improve access to care
leave with new tools to address patient needs at various childhood time periods of transition, and will understand the role that caregiver educational workshops play in the longitudinal care of children with developmental disabilities
have a better grasp of some of the practice management issues that need consideration in a model of collaborative care.
The instructor used technology effectively
learn how to utilize different methodologies in DBP research to answer clinical questions,
demonstrate strengths and limitations of each research approach, while highlighting innovative findings and care implications for DBPs
discussion of strengths and limitations of each research approach for evaluating clinical questions, as well as encouraging audience input into unanswered questions, generalizability of findings, and how results might impact recommendations for developmental care and treatment guidelines.
The instructor used technology effectively
Review and discuss educational/ learning issues in a child with DD
Discuss sleep issues in a child with genetic disorder, aggressive/disruptive behavior in ASD and treatments
FASD diagnosis and management discussions/treatments
The instructor used technology effectively
1) Describe a model of an interdisciplinary Transition Clinic housed within a Developmental Pediatrics department,
2) Compare at least 3 different models of specialty care for youth and adults with intellectual and developmental disabilities,
3) Understand how asynchronous specialty care can contribute to well-integrated, complex care for patients with IDD
The instructor used technology effectively
Describe innovative community partnership models that increase access to ASD evaluations
Identify how collaborative partnerships improve 4 target areas of focus: improve equitable care access, increase family satisfaction, strength practice efficiency and reduce provider stress;
Outline how these practice innovations are replicable and scalable for other DBP sites
The instructor used technology effectively
examines telehealth access for families with a preferred language other than English (PLOE) in developmental-behavioral pediatric practices.
Participants will learn about racial and ethnic disparities in psychosocial screening rates across a set of pediatric clinics.
Understand the educational aspirations of Latino parents preparing their children for school and identify opportunities for partnering with families in pediatrics. 
The instructor used technology effectively
Recognize that systemic racism (including the effects of racial segregation and discrimination in medicine and law) creates gaps in medical education that can be filled with Critical Race knowledge and skills.
Using Critical Knowledge can begin with personal stories that reveal racial dynamics and situational power based on identities, titles, and roles.
Learning to integrate Critical Knowledge into pediatric skills and practices can be aided by ongoing projects in reproductive health as well as in pediatrics. 
The instructor used technology effectively
Explain basic neural mechanism through which early experience impacts child development, including dopamine and oxytocin pathways
List the developmental and behavioral outcomes associated with child abuse and neglect, particularly psychological maltreatment
; Identify psychosocial risk factors for ongoing developmental and behavioral concerns, in order to provide appropriate support for families.
The instructor used technology effectively
Recognize that basic Racial Literacy involves connecting Critical Race concepts with the details in a personal narrative to describe racial dynamics.
Practice analyzing hypothetical situations about how intersectional identities of those in pediatric medicine can reveal situational power arrangements.
Hone your skills of analyzing and using your situational power to address everyday racial (and other) inequities in your working or learning environment. 
The instructor used technology effectively
To compare the use of involuntary physical and chemical restraint due to behavioral dysregulation during inpatient pediatric hospitalization in children with ASD compared to children without ASD. 
discuss the evidence for a behavioral parenting intervention for young children with autism spectrum disorder. 
to characterize and compare sexual and reproductive health related encounters among transition aged youth and young adults with ASD and/or ID with a population control (PC) sample.
The instructor used technology effectively
Discuss clinical signs and symptoms of FASD and provide pathways to a diagnosis and differential diagnoses;
share information on the different diagnostic systems for FASD and resources for clinicians, including scripts to guide discussion of the diagnosis with families
discuss approaches to diagnosis and a parent who will discuss the impact of the diagnosis on the family.
The instructor used technology effectively
To examine the benefits of international collaboration to enhance developmental-behavioral pediatric clinical care, education, and research, with a focus on the ways in which the cross-cultural lens informs each of these domains;
To describe specific strategies that have enabled this sustained, successful collaboration, including faculty exchanges, educational programs, clinical collaboration and joint research projects;
To consider barriers to international collaboration, including the ways in which addressing issues such as demand for clinical services, professional education and workforce challenges, and development of clinical research programs can be enhanced through collaboration.
The instructor used technology effectively
To characterize repetitive and restricted behaviors over early development in infants aged 13 to 24 months at elevated likelihood of an autism spectrum diagnosis.
Discuss how mixed methods evaluation findings can inform future iterations of a training program for clinicians that aims to improve individual practice and create a community of practice.
to understand which provider-related factors were associated with referral to Early Intervention.
The instructor used technology effectively
Describe components of developmental surveillance
Explain how evidence-based developmental milestones used in parent-engaged developmental monitoring can improve care
Use resources from national initiatives to support developmental surveillance, screening, and training for professionals and trainees
The instructor used technology effectively
highlight procedural elements in considering evidence-based reviews and participation in national initiatives.
provide appropriate information for practicing professionals to improve Early Detection of Developmental Disorders
discuss criteria for milestone selection, and highlight additional features on the checklists
The instructor used technology effectively
 identify mechanisms that drive downstream disparities
 goal of guiding interventions at the individual diagnostic and health/educational systems levels
explore discrepancies in school-based eligibility categories for Latinx youth who received medical diagnoses of autism
The instructor used technology effectively
 To assess whether shifting the task of completing intake visits from clinicians to non-clinically trained staff results in comparable comprehensiveness of intake information gathered
Understand the factors contributing to lifetime earning potential for developmental and behavioral pediatricians and the relationship between lifetime earning potential and workforce distribution.
Understand the educational aspirations of Latino parents preparing their children for school and identify opportunities for partnering with families in pediatrics.
The instructor used technology effectively
Identify at least three barriers to treatment engagement for children/ youth with ADHD and their families
Describe three Motivational Interviewing-influenced techniques providers can use for increasing treatment “buy-in” in their adolescent ADHD patients and their caregivers
Apply one to two specific motivational interviewing strategies with their patients, even in time-limited settings
The instructor used technology effectively
Discuss the benefits of using visual art and humanities (including improved self-awareness around communication skills
Recognize the value of the humanities and art-based strategies and its relation to clinical DBP practice.
Review various approaches to implementing humanities-based content as a tool to promote personal wellness and resilience
The instructor used technology effectively
Evaluate factors impacting presentation of Autism Spectrum Disorder within individuals with an established diagnosis of Down syndrome
Learn a stepwise approach for pursuing evaluation of Autism Spectrum Disorder in individuals with Down syndrome
Understand treatment options and best practices post diagnosis of Autism Spectrum Disorder
The instructor used technology effectively
Understand moderating effect of externalizing and internalizing symptoms on response to medication in preschool ADHD.
To investigate whether infant screen time is a proxy for caregiver characteristics or reduced responsive environments and to differentiate their contributions to later EF deficits.
To investigate the role of maternal sensitivity during infancy on child's amygdala brain development while controlling for environmental factors that are vital for a child's neurodevelopment
The instructor used technology effectively
Incorporate Cognitive Behavioral Therapy (CBT) skills into DBP practice.
Familiarize pareticipants with the concepts of CBT by utilizing large and small group learning led by psychology faculty.
Work through case discussions to help apply CBT concepts to populations like children with ASD.
At the end of this symposium, participants should have a deeper understanding of CBT and new skills to try in practice.
Please tell us about any sessions you found particularly good or bad.
Please tell us about any objectives you feel we accomplished well or poorly.
Please tell us about any presenters you found particularly good or bad.
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

ABPeds MOC: If you do not provide your ABPed ID AND your DATE OF BIRTH, your hours will not be uploaded to the board.
(ABPeds MOC) ABPeds ID - Example 123456
(ABPeds MOC) Date of Birth (MM/DD) - Example September 24 would be 0924: 

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