Identifying Developmental Delays in Young Children
Learn how to screen, identify, and respond to developmental delays in children through evidence-based practices and early intervention strategies.
Learn how to screen, identify, and respond to developmental delays in children through evidence-based practices and early intervention strategies.
This comprehensive course equips healthcare professionals with essential knowledge and tools for identifying and addressing developmental delays in young children. Through a combination of text-based learning, case studies, videos, and screencasts, participants learn to implement recommended developmental screening protocols and make appropriate Early Intervention referrals. The curriculum covers the distinction between developmental screening and surveillance, interpretation of screening results, and effective communication with families. Healthcare providers gain practical skills in implementing American Academy of Pediatrics recommendations and understanding Early Intervention services. The course emphasizes both clinical competency and family support throughout the screening and referral process.
Instructors:
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What you'll learn
Understand developmental screening and surveillance differences
Implement AAP recommendations for routine developmental screening
Interpret screening results and make appropriate clinical decisions
Navigate Early Intervention services and eligibility criteria
Make effective Early Intervention referrals
Understand and explain Individualized Family Service Plans
Skills you'll gain
This course includes:
PreRecorded video
Graded assignments, exams
Access on Mobile, Tablet, Desktop
Limited Access access
Shareable certificate
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There are 4 modules in this course
This advanced medical course provides healthcare professionals with comprehensive training in identifying and responding to developmental delays in young children. Through structured modules, participants learn about developmental screening protocols, Early Intervention services, and family support strategies. The curriculum combines theoretical knowledge with practical applications, featuring case studies, provider interviews, and real-world scenarios.
Course Welcome
Module 1 · 4 Minutes to complete
Developmental Screening and Surveillance
Module 2 · 1 Hours to complete
Early Intervention - IDEA Part C
Module 3 · 1 Hours to complete
Conclusion
Module 4 · 30 Minutes to complete
Fee Structure
Instructors
1 Course
A Distinguished Leader in Developmental-Behavioral Pediatrics and Primary Care Integration
David Ansel serves as Clinical Associate Professor of Developmental-Behavioral Pediatrics at Stanford University School of Medicine, where he leads the Developmental-Behavioral Primary Care Initiative (DBPCI). After graduating from UCLA School of Medicine and completing his pediatrics residency at Columbia-Presbyterian followed by a fellowship at Boston Children's Hospital, he built an impressive career spanning both subspecialty and primary care. His 25-year private practice near Boston combined primary care with developmental-behavioral services while teaching at Boston Children's Hospital. His expertise encompasses ADHD, learning disabilities, high-functioning autism, anxiety and mood disorders, psychopharmacology, and special education. As director of Stanford's DBPCI, he focuses on empowering primary care providers in developmental-behavioral care while promoting interdisciplinary collaboration between pediatricians, psychologists, nurse practitioners, and community partners. His commitment to medical education includes helping students understand controversies in developmental-behavioral pediatrics through directed readings and critical analysis, while maintaining his dedication to improving care coordination for children with special health care needs.
1 Course
A Pioneer in Developmental-Behavioral Pediatrics and Community Healthcare Integration
Christina Buysse serves as Clinical Associate Professor of Developmental-Behavioral Pediatrics at Stanford University School of Medicine, where she has revolutionized community-based pediatric care through innovative service delivery models. After completing her medical education at the University of Michigan and fellowship training at Stanford, she has built an impressive career combining clinical expertise with systems-level healthcare innovation. Her work focuses on improving access to developmental-behavioral pediatric care through co-located services in primary care settings, demonstrating significantly reduced wait times from referral to evaluation (57 days versus 137.3 days) and improved completion rates for tertiary center referrals
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Frequently asked questions
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