Some individuals with autism spectrum disorder (ASD) demonstrate marked behavioral improvements during febrile episodes, which is called febrile effect. This study aimed to investigate the prevalence and characteristics of the febrile effect in children with ASD in China.

Noah is an 18-month-old boy with Rubinstein-Taybi syndrome, diagnosed at 3 months through genetic testing that revealed a cyclic adenosine monophosphate response element-binding protein (CREBBP) variant. At 7 months, Noah was socially engaged, smiling and responding to familiar caregivers, but his motor differences were evident: limited head control, frequent fisting of his hands, difficulty grasping objects because of syndactyly, the need for assistance with rolling, and difficulty tolerating time on his stomach.By 9 months, Noah was referred to Part C Early Intervention services and began occupational and physical therapy. With support, he was developing postural control and reaching skills. Still, his opportunities for exploration and communication remained largely dependent on adult facilitation. At this point, Noah did not have independent or reliable ways to move across his environment or consistent methods for communication to share his wants, needs, or make choices.The central challenge in this case: How can pediatric clinicians and therapists partner to bring assistive technology into the lives of children, like Noah, at the right time?

To estimate the frequency of suspected neurodevelopmental delays (NDD) and to investigate the measurement properties and usability of the Survey of Well-Being of Young Children-Brazilian version (SWYC-BR).

Marcus is a 4-year-old African-American boy with cerebral palsy, Gross Motor Function Classification System level 1, and attention-deficit hyperactivity disorder (ADHD), Combined Presentation who presents to Developmental-Behavioral Pediatrics clinic for evaluation because of preschool difficulties. He is very active, jumping up and down at circle time, bumping into classmates, and impulsively hitting other children when they take his toys. As a toddler, his cognitive and social-emotional skills were on track, and he received early intervention for language and motor delays. He qualified for an IEP and transitioned to a district-based inclusive preschool setting with speech therapy and adaptive physical education. Marcus spends the week with his grandparents, and they live in a school district that is well-resourced and has inclusive school and therapy settings. The teachers call parents or grandparents frequently to pick him up. In response to misbehavior, they also put him in a separate timeout area, away from the other children, with a 1:1 aide for the rest of the day. On 2 occasions, he was strapped into a therapy chair for nonambulatory children after biting or hitting another child. Because he does well with 1:1 support, the school has switched him to a special day class with smaller class size, comprised primarily of autistic preschoolers who are minimally verbal. Marcus' parents have just started parent training in behavior management for ADHD after struggling to find a therapist that was covered by their insurance. His mother noticed while volunteering in his original class that other children with similar behavior were not sent home or transferred to a special education class. They are upset with the transfer to the more restrictive environment, but they are worried if they speak up that the district will send him to a less resourced school in the district where the family, rather than grandparents, reside. How would you advise the family to proceed?

Maternal 15q11-q13 duplication syndrome (Dup15q) has been associated with 0.5% of all cases of autism spectrum disorder (ASD). There is no established protocol for the neuropsychiatric evaluation of individuals with this syndrome. This study aims to define a protocol incorporating gold standard assessments.

The introduction to complementary food is an important stage, particularly for preterm infants and their parents as they navigate a changing feeding relationship. Parental feeding strategies during this period can influence long-term feeding outcomes, but the influence of specific strategies on later feeding skills and feeding problem symptoms is unknown.

This naturalistic, observational study aimed to assess the frequency and timing of new and recent suicidal ideation (SI) in youth with neurologic, developmental, and behavioral disorders (NDBDs) after an initial negative suicide risk screening within medical and behavioral health settings.

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.

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.

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.

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.

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.

This study aimed to explore family and caregiver's quality of life, identifying psychosocial factors related to it.

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?

Neural development differs between in-utero and ex-utero environments. Length of gestational age (GA) is associated with brain development and early life neurodevelopmental outcomes, affecting both preterm and term infants. This study aimed to examine a wide range of GA and provide a more comprehensive understanding of its effects on various developmental domains.

Identify training priorities for primary care clinicians who commit to a minimum of 300 hours of training in developmental-behavioral pediatrics (DBP mini-fellows).

The current study assesses the impact of an educational program designed to train primary care clinicians (PCCs) to diagnose children between age 18 and 36 months at high risk for autism spectrum disorder (ASD).

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.

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.