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To examine the impact of developmental monitoring on child referrals, a retrospective data review, comparing seven pilot programs with seven matched controls in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) was completed. Pilot programs were trained on developmental monitoring and how to refer families to their local Early Intervention (EI) program, Special Education, or Family TIES (Together in Enhancing Support), services when there is a developmental concern. The "Learn the Signs. Act Early" developmental monitoring program was implemented, and the outcomes included the number of referrals made over a 6-month period. The results indicated a statistically significant difference (p = <.001) in referrals made preimplementation compared to postimplementation with a large effect size (d = 0.96) for pilot programs. Additionally, when analyzing between-groups there were significantly more referrals (p = .001) made at the pilot programs compared to the control programs, again with a large effect size (d = 2.10). This study shows that the implementation of developmental monitoring within WIC programs was effective in increasing referrals to intervention services designed to support families with early identification of developmental delay. [ABSTRACT FROM AUTHOR]

Importance: The new diagnostic code for pediatric feeding disorder (PFD) in the International Classification of Diseases, 10th edition, Clinical Modification, requires that occupational therapists and speech-language pathologists (SLPs) use valid and reliable assessment tools that capture the complexity of PFD. Objective: To determine current assessment tools that clinicians are using across the four domains of PFD: (1) medical factors, (2) nutrition factors, (3) feeding skill factors, and (4) psychosocial factors. A secondary objective was to obtain clinicians' perceptions of the assessment tools. Design: A mixed-methods study using survey research and focus groups. Setting: Online survey and virtual focus groups. Participants: Occupational therapists and SLPs who identified as clinicians who treat PFDs. Results: The survey revealed that 65% of the clinicians (N = 445) used a nonstandardized assessment tool across the four domains of PFD. The focus groups (n = 26) revealed four resulting themes that expanded the survey results: (1) no one assessment tool works, (2) clinicians rely on self-created assessments, (3) it takes a team and collaboration, and (4) there are many issues with the current assessment of PFD. Conclusions and Relevance: This study reveals the need for clinicians working with children with PFD to use feeding assessment tools with sound psychometric properties. The requirement for occupational therapists and SLPs to evaluate and treat dysphagia and disorders of feeding indicates the need to provide entry-level education on reliable and valid assessment tools that thoroughly evaluate all the domains of PFD. What This Article Adds: This article highlights current assessment tools used by occupational therapists and SLPs treating PFD and the need for more standardized procedures and tools to evaluate children across the four domains of PFD. This article highlights current assessment tools used by occupational therapists and speech and language pathologists who are treating pediatric feeding disorder (PFD) and the need for more standardized procedures and tools to evaluate children across the four domains of PFD. [ABSTRACT FROM AUTHOR]

Date Presented 03/22/24 This pilot study explored the impact of an intentional relationship model (IRM)–informed club mentorship program during Level II fieldwork and its influence on student perceived stress and interpersonal growth. Primary Author and Speaker: Courtney J. Taylor Additional Authors and Speakers: Ana K. Brussa, Kate Barlow [ABSTRACT FROM AUTHOR]

Date Presented 03/23/24 This pilot survey study received 57 responses from World Federation of Occupational Therapy (WFOT)-approved programs in 32 countries. Academic curricula should adequately reflect the current practice trend; however the percentage of education dedicated to pediatrics is relatively low. Primary Author and Speaker: Kate Barlow Additional Authors and Speakers: Said Nafai, Kathryn LeMonda, Allyson Bates Contributing Authors: Petya Mincheva, Marinela Rata, Liliya Todorova [ABSTRACT FROM AUTHOR]

Date Presented 03/21/24 As a needs assessment to provide pediatric professional development, this survey asked OTs (N=143) across the globe (32 countries represented) in what areas they need continuing education. The majority (70%) of OTs requested education in feeding. Primary Author and Speaker: Kate Barlow Additional Authors and Speakers: Said Nafai, Kathryn LeMonda, Allyson Bates Contributing Authors: Liliya Todorova, Marinela Rata, Petya Mincheva [ABSTRACT FROM AUTHOR]

Date Presented 03/21/24 An interprofessional poverty simulation may have positive effects on health science student attitudes toward individuals experiencing poverty and the circumstances of poverty, which can help prepare future clinicians with cultural humility. Primary Author and Speaker: Peiluen Kuo Additional Authors and Speakers: Kate Barlow Contributing Authors: Lauren Arcibal, Michele Favolise, Frederick Hooven, Alina LeClaire, Kathryn Lewis, Linette Wilson [ABSTRACT FROM AUTHOR]

Date Presented 04/22/2023 OT and physical therapy students were paired to complete developmental monitoring and screening in a public health setting. Using a validated survey tool for a pretest–posttest, results showed significant improvements in perceived clinical competency. Primary Author and Speaker: Kate Barlow Contributing Authors: MaryAnn Kniska, Anna Carpenter, Sandra Sego [ABSTRACT FROM AUTHOR]

Date Presented 04/01/2022 This study examined the efficacy of the same site model (SSM) by comparing Fieldwork Performance Evaluation scores of students who completed the SSM (n = 42) versus the traditional fieldwork model (n = 43). Results showed that students who completed the SSM scored 1 point higher, with no statistical difference (p =.621). The SSM is preferred by most students; therefore, to promote positive mental health and take a trauma-informed pedagogy, the SSM of fieldwork should be a consideration for fieldwork. Primary Author and Speaker: Kate Barlow Additional Authors and Speakers: Courtney Taylor Contributing Authors: Nicole Newman, Victoria Lehr [ABSTRACT FROM AUTHOR]

Date Presented 04/02/2022 OT practitioners can take a public health approach to early identification of delays by promoting the Centers for Disease Control and Prevention's free developmental monitoring program called 'Learn the Signs. Act Early' (LTSAE). The aim of this mixed-methods study was to examine the impact of online training for implementation of LTSAE within Head Start (N = 194). Results showed that the online training was effective, and Head Start is an ideal setting to promote LTSAE to improve early identification of delays. Primary Author and Speaker: Kate Barlow Contributing Authors: Kelsey Mays Sullivan, Lauren Scott [ABSTRACT FROM AUTHOR]

Date Presented 04/12/21 OT and physical therapy students visited Women, Infants, and Children (WIC) centers to educate families on the Centers for Disease Control and Prevention's (CDC's) Milestone Tracker app. A pretest-posttest design using an adapted version of the Cultural Competence Self-Assessment Checklist (N = 40) was utilized. The results indicated that while students perceived the experience as a positive one that increased their knowledge of WIC, the experience did not significantly alter self-perceptions of their cultural competence. Primary Author and Speaker: Kate Barlow [ABSTRACT FROM AUTHOR]

Date Presented 06/04/19 In order for OT practitioners to make recommendations that are age appropriate, consistent with cultural practices, and evidence-based, this study examined the prevalence of household chores for school-age children as a pilot study for the development of age norms for chores. Survey results (N= 252) identified caregivers' priorities for childhood occupations, as well as the age at which children are regularly and sometimes completing 17 different chores. Primary Author and Speaker: Kate Barlow Additional Authors and Speakers: Michael Salemi [ABSTRACT FROM AUTHOR]