Assisted reproductive technology: Short- and long-term outcomes.

Assisted reproductive technology (ART) includes fertility treatment in which either eggs or embryos are handled outside a female's body to promote successful pregnancies and healthy offspring. Current ART procedures encompass in vitro fertilization with or without intracytoplasmic sperm injection. The most common complication of ART is related to the consequences of multiple pregnancy, which can be prevented or minimized by reducing the number of embryos transferred to the uterus, commonly single embryo transfer. ART has been shown to be variably associated with adverse short- and long-term perinatal outcomes, including cerebral palsy, autism, neurodevelopmental imprinting disorders, and cancer. However, there is uncertainty as to whether reported problems are related to the ART procedure itself, to factors related to infertility, to other medical and environmental factors, or a combination thereof. From a pathophysiological perspective, whether ART alters epigenetic mechanisms of gene expression, leading to later developmental, medical, and behavioral disorders, is an area of active investigation. With the meticulously conducted short- and long-term outcome studies completed so far, overall, and after controlling for multiple gestations and preterm delivery, the results suggest that ART is a safe procedure, offering hope to many parent(s) wishing for a healthy child. This paper highlights ART methods and the risk factors and confounders in the interpretation of short- and long-term outcome data, providing the reader with a means to evaluate findings and conclusions of outcome studies. WHAT THIS PAPER ADDS: Assisted reproductive technology (ART) is a relatively safe procedure. Single embryo implantation optimizes outcome. Informed consent, including the risks and benefits of ART, should be required. Ongoing longitudinal studies are necessary to fully understand ART outcomes.

Reduction in school individualized education program (IEP) services during the COVID-19 pandemic.

Purpose: The COVID-19 pandemic created novel challenges for school systems and students, particularly students with disabilities. In the shift to remote/distance learning, this report explores the degree to which children with disabilities did not receive the special education and related services defined in their individualized education program (IEP). Methods: Patients attending an outpatient tertiary care center for neurodevelopmental disabilities in Maryland were surveyed on the impact of the pandemic on educational services provision. Results: Nearly half (46%) of respondents qualified for special education and related services through an IEP before the start of the COVID-19 pandemic. Among those with IEPs, 48% attested to reduced frequency and/or duration of special education and/or related services during the pandemic. The reduction was greatest in occupational therapy services (47%), followed physical therapy services (46%), and special education services (34%). Conclusion: This survey of children with disabilities observes a substantial reduction in IEP services reported in their completed surveys. To address the observed reduction in IEP services, we sought additional education for clinicians on the rights of students with disabilities in anticipation of students' re-entry to the classroom. A special education law attorney provided an instructional session on compensatory education and recovery services to prepare clinicians to properly inform parents about their rights and advocate for patients with unmet IEP services during the pandemic.

Pandemic intake questionnaire to improve quality, effectiveness, and efficiency of outpatient neurologic and developmental care at the Kennedy Krieger institute during the COVID-19 pandemic.

Background: The COVID-19 pandemic uniquely affects patients with neurologic and developmental disabilities at the Kennedy Krieger Institute. These patients are at increased risk of co-morbidities, increasing their risk of contracting COVID-19. Disruptions in their home and school routines, and restrictions accessing crucial healthcare services has had a significant impact. Methods: A Pandemic Intake questionnaire regarding COVID-19 related medical concerns of guardians of patients was distributed using Qualtrics. Data from May-December 2020 were merged with demographic information of patients from 10 clinics (Center for Autism and Related Disorders (CARD), Neurology, Epigenetics, Neurogenetics, Center for Development and Learning (CDL) Sickle Cell, Spinal Cord, Sturge-Weber syndrome (SWS), Tourette's, and Metabolism). A provider feedback survey was distributed to program directors to assess the effectiveness of this intervention. Results: Analysis included responses from 1643 guardians of pediatric patients (mean age 9.5 years, range 0-21.6 years). Guardians of patients in more medically complicated clinics reported perceived increased risk of COVID-19 (p < 0.001) and inability to obtain therapies (p < 0.001) and surgeries (p < 0.001). Guardian responses from CARD had increased reports of worsening behavior (p = 0.01). Providers increased availability of in-person and virtual therapies and visits and made referrals for additional care to address this. In a survey of medical providers, five out of six program directors who received the responses to this survey found this questionnaire helpful in caring for their patients. Conclusion: This quality improvement project successfully implemented a pre-visit questionnaire to quickly assess areas of impact of COVID-19 on patients with neurodevelopmental disorders. During the pandemic, results identified several major areas of impact, including patient populations at increased risk for behavioral changes, sleep and/or disruptions of medical care. Most program directors reported improved patient care as a result.

Addressing Pediatric Developmental and Mental Health in Primary Care Using Tele-Education.

This study evaluates the effectiveness of an early childhood tele-education program in preparing community pediatric clinicians to manage developmental and mental health disorders in young children. Community pediatric clinicians from rural, underserved, or school-based health center practices in the mid-Atlantic region participated in a weekly tele-education videoconference. There was a significant knowledge gain evidenced by the percentage of questions answered correctly from pre- to post- didactic exposure (P < .001). Participants reported an increase in knowledge from pre- (P < .001) and in confidence from pre- to post- participation (P < .001). Practice management changes demonstrated an encouraging trend toward managing patients in the Medical Home, as compared with immediately deferring to specialists following participation. This early childhood tele-education videoconferencing program is a promising response to the urgent need to confidently increase the role of pediatricians in the provision of care for childhood developmental and mental health disorders.

Adverse childhood experiences and developmental disabilities: risks, resiliency, and policy.

Thanks to the seminal work of Robert Anda and Vincent Felitti, it is now widely accepted that adverse childhood experiences (ACEs) can have lifelong effects on physical, behavioral, and mental health and that many adult diseases can be considered developmental disorders that began early in life. Genomics has advanced the neurobiological understanding that underpins ACEs, wellness, and disease, which are modulated through stress pathways and epigenetic modifications. While data are currently limited, children with developmental disabilities have an increased ACE risk compared to typically developing peers. This recognition has important ramifications for health and policy interventions that address the root causes of ACEs, especially in this vulnerable population. With increased societal recognition, advances in policy will lead to medical, financial, and public benefits in years to come, hopefully changing healthcare models from 'sick care' to 'well care'. What this paper adds Adverse childhood experience (ACE) research has refocused medicine from the question 'What is wrong with you?' to 'What happened to you?'. Adopting ACE research into public policy can redirect healthcare models from providing 'sick care' to promoting 'well care'. Not exploring the role of ACEs in children with developmental disabilities leads to further vulnerability and morbidity. ACEs can be mitigated by early identification and implementation of evidence-based interventions.

Gracias al trabajo fundamental de Robert Anda y Vincent Felitti, ahora se acepta ampliamente que las experiencias adversas de la infancia (ACE) pueden tener efectos de por vida en la salud física, conductual y mental y que muchas enfermedades de los adultos pueden considerarse trastornos del desarrollo que comenzaron temprano en la vida. La genómica ha avanzado la comprensión neurobiológica que sustenta las ACE, el bienestar y la enfermedad, que se modulan a través de las vías del estrés y las modificaciones epigenéticas. Si bien los datos son actualmente limitados, los niños con trastornos del desarrollo tienen un mayor riesgo de ACE en comparación con sus compañeros con desarrollo neurotípico. Este reconocimiento tiene ramificaciones importantes para las intervenciones de salud y políticas que abordan las causas fundamentales de las ACE, especialmente en esta población vulnerable. Con un mayor reconocimiento social, los avances en las políticas conducirán a beneficios médicos, financieros y públicos en los próximos años, con suerte cambiando los modelos de atención médica de "atención de enfermos" a "atención de bienestar".

Graças ao trabalho seminal de Robert Anda e Vincent Felitti, atualmente é amplamente aceito que experiências adversas na infância (EAIs) podem ter efeitos por toda a vida na saúde física, comportamental e mental, e muitas doenças adultas podem ser consideradas desordens desenvolvimentais que começaram cedo na vida. A genômica tem avançado a compreensão neurobiológica que embasa as EAIs, bem estar e doenças, que são moduladas por meio de vias do estresse e modificações epigenéticas. Embora os dados sejam atualmente limitados, crianças com incapacidades desenvolvimentais tem risco aumentado de EAIs comparadas com pares com desenvolvimento típico. Este reconhecimento tem ramificações importantes para as intervenções em saúde e políticas que abordam as causas originais das EAIs, especialmente nesta população vulnerável. Com o aumento do reconhecimento social, os avanços nas políticas levarão a benefícios médicos, financeiros e públicos nos próximos anos, com esperança de mudanças nos modelos de cuidado em saúde do 'cuidado ao doente' para o 'bem estar'.

Auditory and visual information do not affect self-paced bilateral finger tapping in children with DCD.

Children with Developmental Coordination Disorder (DCD) are more variable in timing their fingers to an external cue. In this study, we investigated the intrinsic coordination properties of self-selected anti-phase finger tapping with and without vision and audition in children with and without DCD and compared their performance to that of adults. Ten children with DCD (Mean age=7.12±0.3 years), 10 age- and sex-matched typically developing (TD) children, and 10 adults participated in this study. Participants tapped their fingers in anti-phase at a self-selected speed under four different sensory conditions: (1) with vision and audition, (2) with vision but no audition, (3) with audition but no vision, and (4) without vision and audition. We assessed intertap interval (ITI), variability of ITI, mean relative phasing (RP) between the fingers and the variability in RP. Children with DCD adopted a similar mean frequency, but were less accurate and more variable than the other groups. The different sensory conditions did not affect performance in any of the groups. We conclude that visual and auditory feedback of tapping are not salient information sources for bilateral self-selected tapping and that children with DCD are intrinsically less accurate and more variable in their tapping frequency and coordination.