2019 Recommendations for Preventive Pediatric Health Care

Richerson, Julia E.; Abularrage, Joseph J.; Almendarez, Yvette M.; Boudreau, Alexy D. Arauz; Cantrell, Patricia E.; Hackell, Jesse M.; Hardin, Amy Peykoff; Moore, Scot; Warner, Robin; Hagan, Joseph F.; Kemper, Alex R.; Meade, Kelley; Shaw, Judith S.

doi:10.1542/peds.2018-3971

Cited by 18 publications

(13 citation statements)

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“…As part of “responding,” trauma screening builds on recognizing trauma and taking action in care. Mental health screenings have become commonplace and part of core metrics in most pediatric care settings ( AAP, 2019 ; Bright Futures & AAP, 2020 ; Agency for Healthcare Research and Quality (AHRQ), 2021 ; Mangione-Smith, Schiff, & Dougherty, 2011 ; United States Preventative Services Taskforce (USPSTF), 2016 ; Zima et al, 2013 ). However, specifically screening for trauma varies widely depending on the healthcare setting.…”

Section: Resultsmentioning

confidence: 99%

“…However, specifically screening for trauma varies widely depending on the healthcare setting. Recommendations for universal and explicit trauma exposure assessment aim to decrease stigma around trauma screens, akin to the implementation of other now routine mental health screens in primary care ( AAP, 2019 ; Bryant & Van Graafeiland, 2019 ; Glowa et al, 2016 ; Spratling et al, 2019 ). The nurse should familiarize oneself with trauma screens in the pediatric healthcare setting.…”

Section: Resultsmentioning

confidence: 99%

“…As the importance of trauma screens is recognized in both medical and mental health treatment, experts and researchers look to create screens that capture the necessary information, have the potential to guide as referral to treatment moving forward, and do not re-traumatize the patient in the process ( American Academy of Pediatrics, 2019 , American Academy of Pediatrics, 2014 ; Bright Futures and American Academy of Pediatrics, 2020 ; Zima et al, 2013 ). Some screens currently being utilized in pediatric care settings, such as School-Based Health Centers (SBHCs) and outpatient pediatric and mental health settings, in which the pediatric nurse serves as the first line screening provider, are the Adverse Childhood Experiences Questionnaire (ACE-Q), the Pediatric Symptom Checklist (PSC), and the Child Trauma Screen (CTS) ( Bryant & Van Graafeiland, 2019 ; Glowa et al, 2016 ; Jellinek, 2020 ; Lang et al, 2021 ; Zarse et al, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

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Trauma-informed care for the pediatric nurse

Goddard

Janicek

Etcher

2022

Journal of Pediatric Nursing

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Trauma-informed care for the pediatric nurse

Goddard

Janicek

Etcher

2022

Journal of Pediatric Nursing

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“…Multiple screening programs occurring in conjunction are recommended to detect early-stage developmental disabilities. For example, the American Academy of Pediatrics recommends frequent counseling, preventive care visits, and treatment visits for children [7]. Nevertheless, the early detection of developmental disabilities in children has not been performed adequately for many reasons, such as a lack of specific training for screening developmental disabilities, lack of time among specialists, fear of positive screen results, and failure to consider testing for developmental disabilities necessary [8].…”

Section: Introductionmentioning

confidence: 99%

A Serious Game–Derived Index for Detecting Children With Heterogeneous Developmental Disabilities: Randomized Controlled Trial

Bang

Nam

et al. 2019

JMIR Serious Games

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BackgroundDevelopmental disabilities are a set of heterogeneous delays or difficulties in one or more areas of neuropsychological development. Considering that childhood is an essential stage of brain development and developmental delays lead to personal or social burdens, the early detection of childhood developmental disabilities is important. However, early screening for developmental disabilities has been a challenge because of the fear of positive results, expensive tests, differences in diagnosis depending on examiners’ abilities, and difficulty in diagnosis arising from the need for long-term follow-up observation.ObjectiveThis study aimed to assess the feasibility of using a serious game–derived index to identify heterogeneous developmental disabilities. This study also examines the correlation between the game-derived index and existing neuropsychological test results.MethodsThe randomized controlled trial involved 48 children with either normal development or developmental disabilities. In this clinical trial, we used 19 features (6 from the Korean-Wechsler Preschool and Primary Scale of Intelligence, 8 from the Psychoeducational Profile Revised, 2 from the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, and 3 from the Pediatric Evaluation of Disability Inventory) from neuropsychological tests and 9 (7 game scores, path accuracy, and completion rate) from the serious game, DoBrain. The following analysis was conducted based on participants’ baseline information and neuropsychological test and game-derived index data for one week: (1) we compared the baseline information between the normal development and developmental disabilities groups; (2) then we measured the correlation between the game-derived index and the neuropsychological test scores for each group; and (3) we built a classifier based on the game-derived index with a Gaussian process method and then compared the area under the curve (AUC) with a model based on neuropsychological test results.ResultsA total of 16 children (normal development=9; developmental disabilities=7) were analyzed after selection. Their developmental abilities were assessed before they started to play the serious games, and statistically significant differences were found in both groups. Specifically, the normal development group was more developed than the developmental disabilities group in terms of social function, gross motor function, full-scale IQ, and visual motor imitation, in that order. Similarly, the normal development group obtained a higher score on the game-derived index than the developmental disabilities group. In the correlation analysis between the game-derived index and the neuropsychological tests, the normal development group showed greater correlation with more variables than the developmental disabilities group. The game-derived index–based model had an AUC=0.9, a similar detection value as the neuropsychological test–based model’s AUC=0.86.ConclusionsA game-derived index based on serious games can detect children with heterogenous de...

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“…In fact, the recommendation of scientific associations of several countries is to evaluate neurodevelopment during infancy with a developmental screening test. In the United States, the American Academy of Pediatrics (AAP) recommended developmental screening at 9, 18 and 30 months of age (Hagan, Shaw, & Duncan, 2017;Richerson et al, 2019) while in European countries at least before or around 2 years of age as in England (NICE guideline, 2017) and Spain, where the policies of the Spanish Society of Neonatology group SEN34-36 recommend screening in LPIs at 2 years and also follow-up at 48 months (García Reymundo et al, 2019). The updated clinical report of the AAP recommends special attention to surveillance and administration of a formal screening test at the 4-or 5-year visit when developmental risks, concerns or problems occur, for the risk of emerging problems in development, being this age the last point for the detection of subtle delays that can benefit from intervention.…”

mentioning

confidence: 99%

Predictive value of the Ages and Stages Questionnaire® for school performance and school intervention in late preterm‐ and term‐born children

Martínez-Nadal

Armijo

et al. 2020

Child

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Background: The new health supervision guidelines emphasize the importance of surveillance or a formal developmental screening test at 4 years, one of the most used tests is Ages & Stages Questionnaire. Nevertheless, there is still not enough evidence whether these tools will be useful to predict future school performance (SP). Objectives: The objectives of this study were to evaluate the Ages & Stages Questionnaire 3rd edition 48-month interval (ASQ3-48) translated to Spanish for predicting the need for school intervention (SI) and poor SP at 8-9 years of age, in late preterm infants (LPIs) and term-born infants (Terms) and to compare the prevalence of SI and poor SP in the two groups. Methods: Data were collected from a cohort of 75 LPIs and 58 Terms assessed with ASQ3-48 and with a further assessment of academic results at 8-9 years, through a standardized school test of the Education Department of Catalonia. SI data were obtained through a parent report. Area under the curve (AUC), sensitivity, specificity and predictive values were calculated, and logistic regression analysis was used. Results: The prevalence of poor SP was 12.8%, without statistically significant differences between LPIs and Terms. LPIs had higher SI than Terms (29.3% vs. 10.3%, P = 0.001). AUC for poor SP was 0.73 and for receiving SI was 0.56 without differences between the two groups. The sensitivity of the ASQ3-48 for poor SP was 41%, for specificity 92%, and for receiving SI 14% and 89%, respectively. Poor SP was related to having positive screening in the ASQ3-48 (OR 6.5 [95% CI, 1.9-22.2]) while having received SI was related to late prematurity (OR 3.6 [95% CI, 1.3-9.6]). Conclusions: The ASQ3-48 shows acceptable predictive properties for poor SP but not for receiving SI. No differences were found in SP between LPI and Term cohorts, but LPIs are likelier to require SI.

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2019 Recommendations for Preventive Pediatric Health Care

Cited by 18 publications

References 1 publication

Trauma-informed care for the pediatric nurse

Trauma-informed care for the pediatric nurse

A Serious Game–Derived Index for Detecting Children With Heterogeneous Developmental Disabilities: Randomized Controlled Trial

Predictive value of the Ages and Stages Questionnaire® for school performance and school intervention in late preterm‐ and term‐born children

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