PEDS-21 2013 Agenda and Learning Objectives

    Child development is the foundation for community and economic development. Brains are built over time—prenatally to young adulthood. Creating the right conditions in early childhood is more effective and far less costly than addressing a multitude of problems later on in life.

    Promoting Early Brain and Child Development (EBCD): Building Brains, Forging Futures

    • Friday, October 25, 2013 - Orlando, FL - Valencia A and B, Orange County Convention Center

    12:35-12:45 - Presentation of the Arnold P. Gold Foundation Humanism in Medicine Award at the American Academy of Pediatrics

    Thomas McInerny, MD, FAAP presenting to Nadine Burke-Harris, MD, FAAP

    • Thank you for the assistance of the Early Brain and Child Development Leadership Work group and the Peds 21 Planning Committee for organizing this symposium.
    • Thank you to our sponsors of the Peds21 symposium
    • Introduction of the Arnold P. Gold Foundation Humanism in Medicine Award at the American Academy of Pediatrics winner: Nadine Burke-Harris, MD, FAAP
    • Overview of the EBCD
    • Introduce Hilary Clinton Video
    • Introduction of Dr Navsaria, our moderator for today’s symposium


    12:45-12:55 - Welcome and Introductions

    Dipesh Navsaria, MD, FAAP

    • Additional overview of the EBCD activities (3 buckets)
    • Mention of key resources- new initiatives
    • Housekeeping items (Q and A process, outline of the day)
    • Introduction of Dr. Levitt, Dr. Szyf and Dr. Garner


    SESSION I: The Science of EBCD


    1:00-1:40 - Challenges and Promises for Building Health and Brain Architecture in Children

    Pat Levitt, PhD, University of Southern California, Los Angeles, CA

    At the end of the session, participants will be able to:

    • Describe the cellular mechanisms of brain development
    • Define plasticity and its role in brain development and function
    • Explain how the early childhood environment, and stress in particular, sculpts the foundational architecture of the developing brain


    1:40-2:20 - Epigenetic Responses to Stress

    Moshe Szyf, MSc, PhD, McGill University, Montreal, Quebec

    At the end of the session, participants will be able to:

    • Define epigenetics and describe the molecular mechanisms that alter gene expression without changing the DNA sequence
    • Review the notion of the genome as a dynamic, complex set of switches that help to define the identity of any particular cell or neuron
    • Describe the sensitivity of these genetic switches to the environment, particularly stress, and their impact upon the life course


    2:20-3:00 - Toxic Stress and the Public Health Implications

    Andrew Garner, MD, PhD, FAAP, University Hospitals Medical Practice, Cleveland, OH

    At the end of the session, participants will be able to:

    • Discuss the EBD framework and how neuroscience and epigenetics relate to life-course theory
    • Define toxic stress and discuss its role as a mediator between childhood adversity and poor adult outcomes, and
    • Elaborate the public health implications of toxic stress.


    3:00-3:15 - Questions for these three speakers and BREAK (moderated by Dr. Navsaria)

    • Facilitation of questions from the note cards turned in by participants
    • Additional housekeeping items (as needed)
    • Introduction of Dr Duby, Dr Christakis and Dr Klass


    SESSION II: Promoting EBCD in the Medical Home


    3:15-3:55 - Parental and Caregiver Support (including early education/child care)

    John Duby, MD, FAAP, Akron Children’s Hospital, Akron, OH

    At the end of the session, participants will be able to:

    • Discuss a rationale for integrating the principles of developmental science into pediatric care
    • Identify the impact of parenting and caregiver skills on child development and life course trajectories
    • Evaluate prevention and intervention models for parenting/caregiver support
    • Practice Change: Identify a local resource that offers evidence based behavioral family intervention services that promote positive parenting.


    3:55-4:35 - Early Childhood Exposure to Electronic Media

    Dimitri Christakis, MD, FAAP, University of Washington and Seattle Children’s Hospital, Seattle, WA

    At the end of the session, participants will be able to:

    • Explain how overstimulation in early infancy can lead to cognitive and behavioral deficits later in childhood
    • Describe how early media exposure can lead to attention problems later in life
    • Discuss strategies that partner with families to minimize media exposure and provide practical, relevant alternatives
    • Practice Change: Implement strategies for addressing early media usage in practice.


    4:35-5:15 - Strengthening Early Relationships and Literacy (including Reach Out and Read and Video Interaction Project)

    Perri Klass, MD, FAAP, New York University, New York, NY

    At the end of the session, participants will be able to:

    • Describe the ways in which early literacy skills reflect language exposure, responsive parenting and stimulation, and connect with school readiness
    • Demonstrate ways of using primary care as a platform to promote parenting strategies which foster early language and literacy skills, including the three components of the Reach Out and Read (ROR) model in primary care practice, and the Video Interaction Project intervention
    • Integrate the evidence base that supports the ROR model into advocacy for early literacy partnerships which affect language and school readiness outcomes.
    • Practice Change: Incorporate principles of literacy promotion into practice as a vehicle for addressing family/child relationships.


    5:15-5:30 - Panel Discussion and Conclusions (moderated by Dr. Navsaria)

    • Facilitation of questions from the note cards turned in by participants

    Welcome
     

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