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SDBP - 2023 SDBP Annual Meeting
Mr pencil

How would you like your name to appear on your certificate?



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
Objective 1: Assemble interprofessional clinicians, educators, and researchers to advance the knowledge and management of developmental-behavioral conditions presenting in children and adolescents.
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
Objective 2: Explore variations in and assess outcomes/effectiveness of assessment and treatment practices for developmental-behavioral conditions.
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
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
Develop a curriculum using Kern’s six-step approach
Apply more advanced concepts in curriculum development including: a) Identification of a conceptual framework, b) Selection of outcome measures based on Kirkpatrick’s model for evaluation, and c) Implementation of Glassick’s criteria for scholarship
Identify options for dissemination of curricula
The instructor used technology effectively
Discuss various pathways for educational scholarship dissemination
Identify next steps to turn educational curriculum into educational scholarship
The instructor used technology effectively
Identify best teaching practices in the delivery of a difficult diagnosis
Help learners develop strategies for various challenging clinical scenarios commonly experienced when presenting families with a difficult diagnosis, such as denial, disagreement, despair, de-escalation, and deterioration
Develop components of a formal curriculum to reinforce bedside teaching in regards to navigating the social-emotional dynamics of the provider and the families.
The instructor used technology effectively
Explain how the DBP rotation is an opportune time to educate trainees about trauma-informed care and relational health
Utilize a toolkit to teach trainees about a trauma-informed approach to childhood adversity and trauma symptoms
Evaluate pediatric residents in their trauma-informed care communication skills using a standardized assessment tool.
The instructor used technology effectively
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 back on track.
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.
Participants will identify how their own identity and biases may impact the care they provide for patients with ADHD and how participants can support patients and families with intersecting identities. 
The instructor used technology effectively
Recognize limitations of the medical model in the care of children with developmental disabilities
  Apply the ICF model to the evaluation of a behavioral concern in a child with complex neurodevelopmental disability
  Identify ways to support mental wellness in children with developmental disabilities and their families using the ICF model
The instructor used technology effectively
Contact required pediatric clerkship directors at their affiliated medical schools to advocate and volunteer for a DBP experience to be included i
Create learning objectives covering all competencies of pediatric medical education (PC, MK, IPC, Prof, PBL, SBP) across a time limited medical student experience in DBP
Select teaching/educational strategies (clinical experiences, required reading, independent literature searches, etc.) to meet all learning objectives and develop tools to evaluate the effectiveness of this learning experience.
The instructor used technology effectively
Identify opportunities at their home institutions to implement a simulated IEP meeting with their trainees, including how to find the time and standardized actors
Use the provided rubric to assess trainees in a simulated IEP meeting
Use the provided toolkit of activities to implement and/or modify the authors' simulated IEP meeting at their institution to help their trainees understand special education law and their role in securing school supports for children with disabilities
The instructor used technology effectively
Conduct a SWOT (strengths, weaknesses, opportunities, and threats) assessment of curricula related to parenting (positive parenting, relational health, etc.) at their home institution
Compare and contrast pros and cons of implementing various parenting curricula for their home institution
Integrate the use of highly engaging media (books, podcasts, film/television, & web modules) within a curricula to invite pediatric trainees to address parenting imposter syndrome.
The instructor used technology effectively
Identify the evidence-based benefits of game-based education;
Understand general strategies and educational principles important to game-based educational activity design
Create game-based educational activities incorporating resources discussed and given during this interactive workshop
The instructor used technology effectively
Participants will utilize codes effectively for common DBP visits, such as: visits and extended time associated with developmental/behavioral assessments
Participants will learn about visit template/structure models and implications for productivity measures and reimbursement
Supervising attendings will understand the coding requirements when working with trainees and be provided with a DBP reference coding sheet to share with fellows
The instructor used technology effectively
Describe common, as well as rare but more serious, side effects for commonly used psychophar macological medication classes
Formulate a plan for managing side effects for their most prescribed medication class by the end of the workshop
Incorporate one stress-reducing strategy into the clinical plan for a patient experiencing medication side effects
The instructor used technology effectively
To recognize the criteria for a research project that is feasible, important, novel, ethical and relevant (FINER)
o identify the steps of developing a feasible research question relevant to the interest, skills, and resources of the investigator
To identify relevant resources that may be available to attendees to help them successfully design and develop a research study.
The instructor used technology effectively
Provide a step-wise approach and rationale for pursuing evaluation of Autism Spectrum Disorder in individuals with Down syndrome
Identify the common patterns of social communication in those with Down syndrome to contrast the presentation of Autism Spectrum Disorder in patients with Down syndrome
participants should be able to formulate treatment plans for mental health conditions in patients with ASD and DS
The instructor used technology effectively
Learn to Integrate of the RITA-T into primary care clinics, combined with developmental evaluation center partnership
learn to Use QI methodology to increase percentage of preschool-aged children who are referred for and complete early developmental evaluation.
To calculate the psychometric properties of the M-CHAT-R/F for subsequent diagnosis of ASD using meta-analysis.
The instructor used technology effectively
1. Describe strategies to: reduce systemic barriers to autism evaluations and early intervention services; reduce provider burnout while providing autism evaluations; support families from diverse backgrounds in supporting children with disabilities.
Understand the role of 1) multidisciplinary teams
1. Understand the role of institutional policies and practices - in meeting the needs of families impacted by intellectual and developmental delay.
The instructor used technology effectively
Identify two differences in resting state EEG power analyses versus evoked-related potentials;
Describe framework for reading EEG literature
Identify two barriers to EEG research and their impact on generalizability of findings
The instructor used technology effectively
discuss pediatric primary care provider-reported barriers to equitable referral after a positive ASD screen for young children.
Develop a family navigator intervention to improve ADHD-related treatment adherence (I2-ART) for minoritized children.
to further analyze an existing data set to understand how Black families describe race impacting care based upon child diagnostic age
The instructor used technology effectively
Describe specific health disparities for minoritized families in autism diagnosis and care.
Examine potential roots of these disparities and the factors maintaining these disparities.
Consider antiracist practices and research to foster equity.
The instructor used technology effectively
Discuss who is missing from the body of autism research.
Discuss the importance of Black-centered scholarship, particularly when examining lived experiences.
Evaluate potential outcomes of either devaluing or centering Black parents’ expertise related to their autistic children in select scenarios.
The instructor used technology effectively
to identify child and parent factors associated with baseline levels of treatment outcomes
To test preliminary feasibility and efficacy of a telehealth autism navigation program.
 To evaluate the effectiveness of ECHO for Early Intervention Providers Caring for Rural and Underserved Communities 
The instructor used technology effectively
Consider potential benefits of cognitive behavioral therapy in co-occuring anxiety and sleep disturbance in children with autism
Describe ST among children with and without autism 6 years using a nationally representative data set
To explore relationships between campus climate, flourishing, depression, and belonging among a U.S. national sample of college students with autism spectrum disorder.
The instructor used technology effectively
Identify core components for sexuality and relationship education for autistic youth and their parents
Learn skill building strategies for promoting sexual health in a DBP setting
Inform their practice approach through direct applications when working with neurodiverse populations
The instructor used technology effectively
Attendees will: recognize the important role that media plays in advocacy for the DBP profession, as well as for patients and families
understand the intricacies of how advocacy messages are developed and received
leave with core communication strategies to use when engaging with media.
The instructor used technology effectively
 assess the readability levels of websites written about dyslexia, hypothesizing that websites targeting children with dyslexia and their parents, who may also have reading difficulties, should be written at an appropriately lower rea
 Explain faciliators and barriers to DBP clinicians' roles in working with young children and their families as they transition between education programs.
to describe individual, socio-demographic, healthcare-related and contextual factors that impact receipt of special education services in children with ASD.
The instructor used technology effectively
Attendees will: gain knowledge on neurobehavioral challenges in FASD that make adolescence a particularly vulnerable period;
participate in case discussions related to mental health, substance abuse, sexuality, internet use, criminalization, and legal issues in adolescents with FASD
participate in a case discussion on the role of DBP clinicians in caring for teens with FASD using the new FASD Toolkit for Teens.
The instructor used technology effectively
examine differences in prevalence of MHR, SHR and RHR among children born term and preterm
Exploring the utility of using an ACEs screening tool in DBP clinic vs. interview alone for ascertaining a comprehensive patient history. 
Examination of the relationship between children and youth with special health care needs (CYSHCN), neighborhood deprivation, and BMI 
The instructor used technology effectively
Review the history of federal, state, and local redlining policies and how they shaped racial residential segregation in the United States
Describe the root causes of disparities in child health, development, and behavior outcomes
Explain the ways in which redlining policies in Minneapolis continue to impact child development, behavior, and health today.
The instructor used technology effectively
Describe the behavior outcomes for children and families living in formerly redlined neighborhoods
address this gap in knowledge and provide local community resources that can address their needs.
give participants tools to evaluate their patients' neighborhood characteristics
The instructor used technology effectively
explore the impact of a new “Intro to DBP” rotation on first year pediatric residents’ awareness of and interest in the field of developmental-behavioral pediatrics (DBP) as well as comfort in providing DBP care
Participants will understand the process of developing a PCP training program for the evaluation of young children at-risk for ASD from non English-speaking households
Assess the effectiveness of using simulation in developmental pediatrics
The instructor used technology effectively
Understand the importance of reciprocity, mutual learning, and equity across global health ASD/NDD partnerships
Describe how community and global partnerships can advance ASD/NDD care and innovation in low resource settings within the US and across the globe;
Identify three key lessons from ASD/NDD global health partnerships.
The instructor used technology effectively
Describe actionable strategies for improving access to medical care for youth with NDDs
Discuss challenges in developing and implementing hospital-based accessibility programs
Identify priorities for advocacy, research, and dissemination of strategies to support care access.
The instructor used technology effectively
Understand differences in FASD diagnostic guidelines;
Identify how to use readily available resources (e.g. early intervention and school evaluations) to assess for the core neurodevelopmental deficits present in children with FASD;
Create a plan for assessing for FASD tailored to providers' practice and access to resources
The instructor used technology effectively
Understand caregiver communication preferences during new diagnostic evaluations. 
explore how autistic people perceive the acceptability of occupational therapy, speech-language pathology services, applied behaviour analysis-based therapies, and physiotherapy. 
to explore how family navigation services impacts families' experiences in access to autism care.
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?

Additional comments:

How did you attend this course?
Mr question
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