Identifying and Responding to Developmental Delay in Young Children

Wednesday, November 20, 2019, 12:00 AM - Sunday, November 20, 2022, 12:00 AM PST

This course will provide the knowledge and tools for the primary care clinician to identify children at risk for developmental delays, and to refer them for appropriate therapeutic and diagnostic services. 

Using text, case-based learning, videos, and screencasts, this course will provide the knowledge and tools necessary to perform recommended developmental screening and surveillance and to refer at-risk children for Early Intervention services. Pre- and post-course surveys will help us to understand how this course affects clinicians' knowledge and their confidence in using these skills. Please take the brief pre-survey before you begin. Short knowledge questions will check your learning along the way.

  Release Date: November 20, 2019
  Expiration Date: November 20, 2022
  Estimated Time to Complete: 2 hours 30 minutes
  CME Credits Offered: 2.5
  Registration Fee: FREE

AMA PRA Category 1 Credits™ (2.50 hours), Non-Physician Participation Credit (2.50 hours)

1. To differentiate developmental screening from developmental surveillance
2. To discuss the American Academy of Pediatrics recommendations for routine developmental screening and surveillance, and develop a plan for implementing them in your practice setting
3. To interpret and implement routine developmental screening in your practice
4. To describe eligibility criteria for Early Intervention services , and understand what services are available through Early Intervention
5. To recognize when and how to make Early Intervention referrals in your geographic area
6. To read and explain an Individualized Family Service Plan
7. To effectively communicate with and support families through the process of developmental screening and Early Intervention referral

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Credit Designation

American Medical Association (AMA)
Stanford Medicine designates this Enduring Material for a maximum of 2.50 AMA PRA Category 1 Credits^TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: http://lane.stanford.edu/portals/cultural.html

Bibliography
1.  Adams RC, Tapia C, Council on children with d. Early intervention, IDEA Part C services, and the medical home: collaboration for best practice and best outcomes. Pediatrics. 2013;132:e1073-1088.

2.  Conroy K, Rea C, Kovacikova GI, Sprecher E, Reisinger E, Durant H, Starmer A, Cox J, Toomey SL. Ensuring Timely Connection to Early Intervention for Young Children With Developmental Delays. Pediatrics. 2018;142.

3.  Dreyer BP. Early childhood stimulation in the developing and developed world: if not now, when? Pediatrics. 2011;127:975-977.

4.  Guevara JP, Gerdes M, Localio R, Huang YV, Pinto-Martin J, Minkovitz CS, Hsu D, Kyriakou L, Baglivo S, Kavanagh J, Pati S. Effectiveness of developmental screening in an urban setting. Pediatrics. 2013;131:30-37.

5.  Marks KP, Griffen AK, Herrera P, Macias MM, Rice CE, Robinson C. Systemwide Solutions to Improve Early Intervention for Developmental–Behavioral Concerns. Pediatrics. 2015.

6.  Rose L, Herzig LD, Hussey-Gardner B. Early intervention and the role of pediatricians. Pediatr Rev. 2014;35:e1-10.

7.  Rosenberg SA, Zhang D, Robinson CC. Prevalence of developmental delays and participation in early intervention services for young children. Pediatrics. 2008;121:e1503-1509.

8.  Talmi A, Bunik M, Asherin R, Rannie M, Watlington T, Beaty B, Berman S. Improving Developmental Screening Documentation and Referral Completion. Pediatrics. 2014;134:e1181-e1188.

9.  Tang BG, Feldman HM, Huffman LC, Kagawa KJ, Gould JB. Missed opportunities in the referral of high-risk infants to early intervention. Pediatrics. 2012;129:1027-1034.

10.  Williams KE, Berthelsen, D., Nicholson, J.M., & Viviani, M. Systematic literature review: Research on Supported Playgroups. Queensland Department of Education & Training (DET). 2015;Queensland University of Technology.

Additional Resources
AAP STAR 
The STAR Center at the American Academy of Pediatrics website is a rich resource for information about  Developmental Screening and Surveillance. https://www.aap.org

CDC Developmental Monitoring and Screening  
The Centers for Disease Control also has a wealth of information for primary care clinicians about developmental milestones, developmental screening, and Early Intervention. https://www.cdc.gov

The Stanford University School of Medicine adheres to ACCME Criteria, Standards and Policies regarding industry support of continuing medical education.

There are no relevant financial relationships with ACCME-defined commercial interests for anyone who was in control of the content of this activity.