Identifying Developmental Delays in Young Children

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.

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

Richard "Richie" Sapp combines medical education with passionate disability advocacy at Stanford School of Medicine. After earning his co-terminal degree in Biology and receiving the Firestone Medal of Excellence for Undergraduate Research, he has established himself as a leader in disability education and advocacy. His research spans neuroscience, focusing on cortical plasticity in Dr. Shatz's lab, and medical education, where he has demonstrated the effectiveness of disability education interventions. He co-developed two groundbreaking courses: a mandatory two-hour session and a nine-week elective on caring for individuals with disabilities, both showing lasting positive impacts on medical students' attitudes and competencies. Through his leadership in multiple disability advocacy groups including Kids With Dreams, Stanford Medicine Abilities Coalition, and Medical Students with Disabilities and Chronic Illnesses, he has transformed Stanford's approach to disability education. His research shows that educational interventions significantly improve medical students' attitudes toward individuals with disabilities, with the comprehensive elective course particularly effective at reducing anxiety and increasing preparedness for treating patients with disabilities.