Transcript Document

Screening for Childhood
Developmental and
Behavioral Problems
Developmental-Behavioral
Pediatrics
Lynne C. Huffman, MD
Screening for Childhood
Developmental and
Behavioral Problems
Overview
Specific Screening Tools
Referral
Using Screeners in Continuity Clinic
Overview - AAP Policy
AAP Committee on Children with
Disabilities recommends routine
standardized developmental and
behavioral screening
Pediatrics Vol. 108 No. 1 July 2001
Terminology
Surveillance
Vs.
Screening
Vs.
Assessment
Differences Among Surveillance,
Screening, and Assessment
• Surveillance: A flexible, continuous process
whereby professionals performed skilled
observations of children during provision of
health care
– Eliciting and attending to parental concerns
– Obtaining relevant developmental history
– Making accurate and informative observations of
children
– Sharing opinions and concerns with other relevant
professionals
Differences Among Surveillance,
Screening, and Assessment
• Screening: Dependable, quick, flexible, and
brief ‘sorting’ strategy that distinguishes those
children who probably have difficulties from
those who probably do not
• Screening applied to asymptomatic children to
preemptively identify problems that would not
otherwise be detected
Differences among Surveillance,
Screening, and Assessment
• Assessment: In-depth, comprehensive
examination of relevant domains
Current Practices in
Developmental/Behavioral
Screening
• Nearly all providers use surveillance
• Many providers use developmental checklists
• Many providers use trigger questions to
promote discussion
– Guidelines for Health Supervision (AAP)
– Bright Futures (MCHB/AAP)
• 15-20% of pediatricians use screening tests
routinely
Screening Strategies and Goals
• Screening strategies
– Clinician questions; parent-completed screening
questionnaire; physician-completed check sheet
– Condition under consideration must be important,
common, diagnosable, treatable
• Screening goals
– Use of multiple sources of information
– Result should be concern, but not conclusions; a
path to more in-depth assessment
– Consider family and environmental contexts
Why Screen and Refer?
• Facilitates access to intervention services
• Benefits patients - Studies of impact of
interventions reveal
– better intellectual, social, and adaptive
behavior
– increased HS graduation, employment rates
– decreased criminality and teen pregnancy
• Improves patient/family satisfaction
• Satisfies federal/legal requirements
Detection Rates
Without Tools
With Tools
• 20% of mental
health problems
identified
• 80-90% with mental
health problems
identified
(Lavigne et al. Pediatr. 1993;
91:649-655)
(Sturner, JDBP 1991; 12:51-64)
• 30% of
developmental
disabilities identified
• 70-80% with
developmental
disabilities correctly
identified
(Palfrey et al. JPEDS. 1994;
111:651-655)
(Squires et al., JDBP 1996; 17:420427)
Cost Effective
• Benefits child
• Reduces future health care costs (cost
of early treatment is substantially lower
than later treatment)
• Saves medical resources
Good Patient Care
• Parents want and expect support on child
development
– Commonwealth Fund survey
– Parents are least satisfied with extent to which
their children’s regular doctors helps them
understand their children’s care and development
• Screening can encourage parent involvement
and investment in child’s health care
Federal/Legal Requirements
• Individuals with Disabilities Education Act
(IDEA) 1975 (Amended in 1997 and 2004)
• IDEA secures patients’ right to appropriate
early intervention services, which state
agencies must provide
• Healthy People 2000 & 2010 Goals
• Ensure that children enter kindergarten ready
to learn
• Use screeners to identify delays and refer for
services
What to Expect from
Screening (Glascoe 2000)
• 11% - high risk of
disabilities; need further
evaluations
• 26% - moderate risk of
disabilities; need 2nd
level screening and
vigilance
• 20% - low risk of
disabilities; need
behavioral guidance
• 43% - low risk of
disabilities; need routine
monitoring
Screening Challenges:
Providers
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Lack of education on tools and their use
High expectations for normal development
The “wait and see” approach
Continued reliance on observations
Failure to trust screening tests or results
Reliance on poor quality or homemade tools
Screening Challenges:
Providers
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Lack of time
Lack of staff
Inadequate reimbursement
Lack of parent acceptance of delay or
problem
Screening Challenges:
Parents
• Parent recall is often inaccurate
• Parent reports rely on current descriptions
of child’s behavior and skills
• Parents may face personal challenges
Pitfalls of Screening
• Not screening until a problem is observable
– If the problem is obvious, referring is the correct response
• Ignoring screening results
– Good screens make correct decision >70 - 80% of time
• Relying on informal screening methods
– Discriminating between adequately developed and
problematic levels of skills requires careful measurement
• Using a screening measure not suitable for primary
care
• Assuming services are limited or nonexistent
Rewards of Screening
• Parents are reservoirs of rich information
• Screening becomes a teaching tool for
parents and health care professionals
• Screening improves relationships
• Screening structures observations, reports,
and communication about child development
• Using well-tested, standardized screening
tools reduces unreliability of parent reports
Overview Summary
Developmental/Behavioral Screening is:
• Recommended by AAP
• Different than surveillance
• Beneficial to children and practices
• Underutilized
• Challenging but rewarding to implement
Specific Screening Tools –
Parent Reports
• Features
• Examples
Parent Report Screening
Tools – Features
• Easier than other measures for
pediatricians to use
• Can be administered to parents in the
waiting room, sent home with
appointment reminders, or conducted
by telephone or during an in-office
interview
Parent Report Screening
Tools – Examples
• Parents’ Evaluation of Developmental
Status – PEDS (Glascoe)
• Ages and Stages Questionnaires – ASQ
(Bricker and Squires)
Ex: Parents’ Evaluations of
Developmental Status
(PEDS; Glascoe 1997)
• Detects range of developmental issues, including
behavioral, mental health problems
• Respondent: Parent (can be performed as interview)
• Child age: Birth – 8 years
• Requires 2-3 minutes to complete and score
• Scores: High, moderate, and low risk scores
• Sensitivity 74% - 79%; specificity 70% - 80%
• Available in English, Spanish, Vietnamese
Ex: Ages & Stages
Questionnaires
(ASQ; Bricker and Squires, 1999)
• Indicates child skills in language, personal-social, fine
and gross motor, and cognition
• Respondent: Parent (can be performed as interview)
• Child age: 4 months – 5 years
• Requires 10 - 15 minutes to complete and score
• Scores: Single pass/fail score
• Sensitivity 70% - 90%; specificity 76% - 91%
• Available in English, Spanish, French and Korean
• ASQ SE: Social and emotional development
Management After Screening:
Evidence-based Decision-Making
• When and where to refer
• When to screen further
• When to provide behavioral/
developmental guidance and promotion
• When to observe vigilantly
• When reassurance and routine
monitoring are sufficient
Referral Options
• General
• Prevention Programs and Resources
• Early Intervention – for suspected delay or
qualifying condition
– Birth to age 3
• Education - educational and therapeutic
services mandated by Individuals with
Disabilities Education Act (IDEA)
– Age 3 to 21
Concluding Messages
• "Flu model" does not apply to developmental
and behavioral problems
• Screen and screen again
• Refer, refer, refer
– Err in direction of referral rather than deferral
– Children who are over-referred have belowaverage performance, increased psychosocial risk
Concluding Question:
How would a developmental
screener work in our
clinics?