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SDBP - SDBP 2021 FALL Virtual Annual Conference
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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.
CHES MEMBERS ONLY -- Please enter your CHES ID#
Only Florida licensees need to answer this question. Notice to Florida Licensees: In order for us to report your hours to CE Broker, you MUST provide us with your Florida alpha-numberic license number (e.g., CDCA.XXXXXX, LICDCII.XXXXXX, LCDCII.XXXXXX, LICDC.XXXXXX). Please be sure to enter this number accurately, or CE Broker will not record your hours. 
Only Ohio licensees need to answer this question. Notice to Ohio Licensees: In order for us to report your hours to CE Broker, you MUST provide us with your Ohio alpha-numeric license number (e.g., CDCA.XXXXXX, LICDCII.XXXXXX, LCDCII.XXXXXX, LICDC.XXXXXX). Please be sure to enter this number accurately, or CE Broker will not record your hours. 
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
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
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
Objective 2: Describe practice variation to assess and treat developmental and behavioral problems and outcomes to assess effectiveness.
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
Objective 3: 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 used technology effectively
The learner will be able to discuss indications, management, and common adverse reactions to 5 categories of psychopharmacology for conditions complicated by complex trauma during the pandemic.
Implement appropriate behavioral interventions for behaviors and problems complicated by the COVID-19 pandemic.
Explore the unique impact of pandemic-related stressors on BIPOC cildren and families.
The instructor used technology effectively
Understand the educational theories that form a basis for effective online curriculum design.
Use various online tools to implement an online curriculum (e.g. Google Classroom) and create curriculum content (e.g.Twitter, YouTube, apps).
Use social media to teach learners how to advocate around timely and pertinent issues, such as disability rights and diversity, equity and inclusion.
The instructor used technology effectively
Explain what structural competencies are and how they are relevant to the future of medical education
List next steps for incorporating structural competencies into existing curricula
Conduct at least three different specific teaching activities that specifically address structural competency
The instructor used technology effectively
Name at least two new trends in teaching and learning resulting from the pandemic
Incorporate technology for learner engagement, content creation and teaching on the fly into their teaching
use a number of selected tools in real-time via their smartphones, tablets, or laptops and brainstorm how they can apply them in their respective disciplines or teaching roles
The instructor used technology effectively
Learners will review strategies for instruction on resilience and emotional health.
Learners will discuss important considerations for online curriculum design.
Learners will review strategies for using educational endeavors for the purpose of quality improvement.
The instructor used technology effectively
• Describe the impact of COVID and resultant rise in the use of telemedicine on disparities in accessing neurodevelopmental evaluation and provide strategies to alleviate these gaps
• Implement use of a toolkit to provide structure when working with learners during telemedicine visits and techniques to address communication challenges.
• Understand how telemedicine can connect specialists to community pediatricians, what services can be provided, and how it could improve access.
The instructor used technology effectively
Participants will be able to identify reasons to consider deprescribing of psychotropic medications in children and adolescents.
Participants will develop a deprescribing plan for sample case studies to systematically evaluate regimens of psychotropic medications.
Participants will describe how to access toolkits and resources to guide deprescribing activities.
The instructor used technology effectively
Define Adverse Childhood Experiences (ACEs), toxic stress, and their impacts on health, including underlying biological mechanisms.
Utilize and interpret ACEs screening effectively
Practice evidence-based treatments and recommended referral pathways for children and families exposed to ACEs and adverse social determinants of health
The instructor used technology effectively
Describe "race medicine" and how it has shaped the way modern medicine address health risks and health outcomes.
Explain ways to refram the construct of race as a social demographic category rather than a biological factor in developmental pediatric care, research, advocacy, and teacher.
Discuss methods for how to address racism as an operational factor in analoyzing research data, writing research findings, and reviewing research manuscripts for journals.
The instructor used technology effectively
Name 3 methods for teaching learners how to share a new diagnosis.
Identify opportunities for maximizing equity, meaning making, and cultural responsiveness within new diagnosis delivery.
Engage trainees in skill enhancing activities specific to delivering a new diagnosis(es).
The instructor used technology effectively
Explain the beneficial aspects of harnessing humanities/medical humanities in DBP teaching to promote reflection, growth, perspective-taking, and self-care in trainees. 
Use humanities/medical humanities teaching activities with trainees to understand and process the intersectionality of child/human development with race, ethnicity, socio-economic status, gender, sexuality, disability and childhood adversity. 
Utilize a toolkit of activities to teach and assess trainees in DBP using the newly updated ACGME Pediatric Milestones, specifically targeting: PBLI-2 Reflective Practice and Commitment to Personal Growth; Prof-2 Ethical Principles; & Prof-4 Well-Being
The instructor used technology effectively
Attendees will gain an awareness of inequities in autism screening, diagnosis, and treatment.
Attendees will gain an understanding of the concept of positionality, be able to identify their own positionality, and describe how it may influence their own worldviews and unconsciously held beliefs about others.
Attendees will be able to identify core components of cultural humility and draw a distinction between that and cultural competence.
The instructor used technology effectively
Attendees will be able to select the appropriate initial genetic testing for patients with global developmental delay, autism, and other common neurodevelopmental diagnoses 
Attendees will understand the process of interpreting unclear, indeterminate, or incidental genetic testing results as well as understand the next step of genetic evaluation if initial testing does not yield an etiology. 
Attendees will improve their recognition of common neurogenetic syndromes along with their associated neurodevelopmental-behavioral phenotypes, appropriate targeted testing, and the underlying genetically based pathophysiology of the syndrome. 
The instructor used technology effectively
Describe the evidence-base and key features of therapies and strategies to support autistic children including AAC, Social Stories, DIR/Floortime, CBT, and CPS.
Contrast presented therapies and strategies to devise a treatment plan.
Design a strengths-based, individualized approach to support autistic children within their DB Peds’ practice.
The instructor used technology effectively
Attendees will gain knowledge of the provisions in the 21st Century Cures Act related to sharing of electronic health information.
Attendees will gain knowledge of the provisions in the 21st Century Cures Act related to sharing of electronic health information.
Attendees will gain knowledge of the provisions in the 21st Century Cures Act related to sharing of electronic health information.
The instructor used technology effectively
Workshop attendees will incorporate a better understanding of existing research, knowledge gaps, and epidemiology in working with youth of color, many with developmental co-morbidities, who have depressive moods and suicide risk.
Workshop attendees will apply learned skills in screening, behavioral activation, and positive use of social media in their office settings.
Workshop attendees will learn how to apply youth-centered, culturally-sensitive frameworks within their practice settings.
The instructor used technology effectively
Identify inequities in social and educational outcomes for children with disabilities as a result of the COVID-19 pandemic.
Use an ecosystems-based framework to approach the intersectionality of special education law and social inequities, and identify opportunities for future systemic advocacy 
Analyze discrepancies between federal education law and its interpretation at the local and state levels and how DB Professionals can navigate these complexities
The instructor used technology effectively
Use new teaching methods to educate providers on how to instruct learners about counseling patients/families regarding the differences between gender identity and sexual orientation in the context of developmental disabilities.
Distinguish the mental health experiences of “coming out” and determine how to manage these delicate conversations at various cognitive levels with appropriate documentation in the setting of the 21st Century Cures Act. 
Describe how educators can foster a thorough understanding of birth control options, including updates on the Intrauterine Device for adolescents with disabilities, and how to discuss the HPV vaccine for adolescents with disabilities.
The instructor used technology effectively
Review known racial and ethnic disparities in DBP service delivery for children of color with autism/developmental disabilities.
Describe approaches for promoting equity for children of color with autism/developmental disabilities and their families.
Identify opportunities for promoting equity in their own delivery of DBP care for children of color with autism/developmental disabilities.
The instructor used technology effectively
This study aimed to assess, in a nationally representative sample, disparities in the sources of emotional support utilized by caregivers in grandparent-headed households and parent-headed households.
To examine the associations between screen time before age 2 and EF skills until age 9.
To determine if pre-visit parental report of their own forward actionable positive childhood experiences (FA-PCE) obtained in early well-child visits improves prediction of later parent report of current adverse childhood experiences.
To determine the associations of adverse childhood experiences (ACEs) and potentially modifiable family and community protective factors (MPFs) with diagnosis of behavioral problems, developmental delay, and caregiver concern about learning in 3–
The objective of the study is to assess the impact of COVID 19 on childcare status, household routines and mental health in families with young children. 
The instructor used technology effectively
Learn how to use tele-health to serve children with neurodevelopmental needs and their families through family-school-medical partnerships.
Identify developed tele-partnership models surrounding the identification, intervention, and interprofessional training and education specific to children with neurodevelopmental needs and their families.
Describe how family-school-medical tele-partnerships can support minoritized populations.
The instructor used technology effectively
Be able to identify the changing patterns of telehealth utilization among psychologists working in the specialty area of developmental and behavioral pediatrics throughout COVID-19.
Gain a broad introduction to the impact of telehealth on patient and provider satisfaction.
Understand the impact of practice modifications (challenges and benefits) practitioners have made in response to the shift towards telehealth models.
The instructor used technology effectively
Social interaction deficits (autism spectrum disorders) are investigated using optogenetics and awake-behaving recordings in corticoaccumbal circuits using a preclinical model of Neurofibromatosis type 1.
Individuals with Autism Spectrum Disorder (ASD) are characterized by their poor social skills, particularly perspective-taking, as well as their aversion of faces. Little is known about the relationship between facial memory and perspective-taking in i
The purpose is to describe the impact of ZYN002, a pharmaceutically manufactured transdermal cannabidiol gel, in patients FXS who have ?90% methylation of the FMR1 gene.
The objective is to examine the degree to which pediatric provides are following clinical guidelines for treating preschoolers with ADHD with first-line behavioral interventions. 
To describe how co-existing conditions influence physician decisions about the medication to prescribe in the treatment of preschool age children with ADHD and the effectiveness of these medications
The instructor used technology effectively
Identify macro- and micro- forms of racism including media
Explain how racism influences health from childhood into young adulthood
Discuss strategies for bringing antiracism to practice  
The instructor used technology effectively
Discuss the history of mass incarceration
Determine the relationship between parental incarceration and health 
Illustrate how to use advocacy (and voice) to highlight important issues for individuals impacted by incarceration and racism
The instructor used technology effectively
Participants will be able to describe different tools within EPIC and how they can used in documentation (including smartblocks, forms, questionnaires, smartphrases)
Participants will have knowledge on how to share builds across institutions, including limitations of sharing. 
Participants will have tools to bring back to their home institution to improve efficiency in documentation.
The instructor used technology effectively
Describe the role of telehealth in pediatrics and autism evaluations prior to the start of COVID-19.
Describe the interdisciplinary telediagnostic model used at an academic medical center.
List those factors included in the pre-visit preparation for patients (eg, equipment, connectivity, etc) and team evaluators (eg, equipment, paperwork required, etc.) and other visit factors that may impact the diagnostic formulation of a telediagnostic assessment.
The instructor used technology effectively
Identify at least two aspects of pragmatics that may be challenging for children who are DHH.
Describe a minimum of two ways that monitoring of pragmatic development among children who are DHH can be done by DBP professionals.
Recognize three or more differences between pragmatic challenges commonly seen in children who are DHH and those that are concerning for a broader pragmatic language disorder or autism spectrum disorder.
The instructor used technology effectively
Highlight ways to promote inclusive research practices and to increase recruitment/participation of individuals from minoritized groups.
promote equity through reducing embedded structural racism in our healthcare system and research. 
increase the importance of considering and assessing racism when conducting research. 
The instructor used technology effectively
The learner will explore parental perceptions centering the phenomenon of autism diagnosis disclosure to children and gain an understanding of the factors that influence this conversation.  
This study investigates long-term outcomes of children with comorbid ASD and DBD, in terms of lifetime prevalence of ED visits, psychiatric hospitalizations, psychotropic medication usage, criminal justice system involvement, and maltreatment.
The goal of the present study was to analyze the relationship between the severity of 8 developmental and mental health conditions and involvement in bullying as a bully and/or victim of bullying in a nationally representative sample of children and ad
To assess the feasibility of formal screening for emotional/behavioral problems associated with well child care visits.
The purpose of this study was to characterize lifetime service access/utilization and negative life experiences by young adults with ASD (with and without ID), ID alone, and population controls (PC) over a 15-year period.
The instructor used technology effectively
List evidence-based strategies for implementing behavioral parent training
Describe how to improve access to behavioral parent training in communities with limited resources
Learn take-home strategies for local practice
The instructor used technology effectively
The objective of this follow-up study was to examine whether individual Modified Checklist for Autism in Toddlers with Follow-Up (M-CHAT/F) items differentially predict Autism Spectrum Disorder (ASD) by race/ethnicity.&a
Attendees will learn about what caregivers perceive as barriers and facilitators of receiving diagnostic evaluations for autism spectrum disorder via a telemedicine platform.
To assess the acceptability and family experience of telediagnostic ASD evaluations in young children and to determine if family experience differs by care model or sociodemographic variables including child race/ethnicity
This study characterizes documentation time for the national DBP workforce using a commercial electronic health record system
Participants will identify factors that have been found to be associated with the stability of a developmental-behavioral pediatrician's diagnosis of ASD before versus after the administration of the ADOS for children ages 18 months to 5 years, 11 mon
The instructor used technology effectively
To explore the awareness and use of Oregon’s state list of diagnosed medical conditions in Part C eligibility determination.
To evaluate developmental changes in children after at least 5 months enrolled in a child care program
The primary objective of this project was to explore the educational needs of primary care providers in the primary care network at a large children’s hospital so that future educational and quality improvement efforts may more accurately meet th
The objective of this study is to understand the coordination of care for children with Autism Spectrum Disorder at an urban primary care pediatric practice.
The objective of this study is to evaluate a novel service model designed to increase access to diagnostic and intervention services for toddlers at risk for autism through partnering with our state’s Part C system, utilizing innov
The instructor used technology effectively
Recognize that race and ethnicity are social, not biological, constructs, and that racism may be the relevant construct to consider when conducting research.
Identify opportunities to improve the use of race and ethnicity data in all stages of research, including in the development of the research aims and hypotheses, measurement, analysis, and discussion of results.
Review the ways that the Journal of Developmental and Behavioral Pediatrics is working to improve publication standards for race/ethnicity data.
The instructor used technology effectively
Learn philosophy and key principles of the PREP approach.
Understand the steps involved in implementing new ideas in practice.
Understand the interrelationship between the context and the implementation strategies.
The instructor used technology effectively
Participants will be able to identify cultural and linguistic variables critical to ASD assessment for children from diverse backgrounds
Participants will be able to state the different components of the ECLECTIC framework
Participants will be able to discuss best practice recommendations for providing culturally-informed ASD evaluations
The instructor used technology effectively
Identify how COVId-19 precautions and restrictions in healthcare settings potentially influence development in NICU graduates and implications for providers in follow-up care.
Discuss models of follow-up care delivering during COVID-19 and strengths and weaknesses of these approaches.
Identify recommendations and best practices for future practice and work in neonatal follow-up care based on challenges and learnings from the COVID-19 pandemic.
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:

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