Attention-deficit/hyperactivity disorder (ADHD) is the most common childhood neurodevelopmental disorder and is associated with an array of coexisting conditions that complicate diagnostic assessment and treatment. ADHD and its coexisting conditions may impact function across multiple settings (home, school, peers, community), placing the affected child or adolescent at risk for adverse health and psychosocial outcomes in adulthood. Current practice guidelines focus on the treatment of ADHD in the primary care setting. The Society for Developmental and Behavioral Pediatrics has developed this practice guideline to facilitate integrated, interprofessional assessment and treatment of children and adolescents with “complex ADHD” defined by age (<4 years or presentation at age >12 years), presence of coexisting conditions, moderate to severe functional impairment, diagnostic uncertainty, or inadequate response to treatment.

No abstract

The purpose of the study was to explore a learning behavioral model of projectbased learning (PBL) for senior high school students in the context of STEM (science, technology, engineering, and mathematics). Using ''audio speakers'' as the project theme, a series of tasks were designed to be solved using STEM knowledge via an online platform and student group discussions. A total of 84 volunteer students from a senior high school and a vocational school in Pingtung, Taiwan, were divided into 21 groups. Text analysis and questionnaire survey were administered. Data sources were the participants' information collected via the STEM online platform and the questionnaire survey regarding STEM in PBL. The findings of the study are as follows: (1) the learning behavioral model for STEM in PBL showed a positive influence on students' behavior in the form of cognition and behavioral intentions. In addition, cognition and behavioral intentions were positively influenced by attitude. The overall model fit was positive and could effectively explain senior high school and vocational school students' learning behavior as related to STEM in PBL; (2) according to the results of the analysis of STEM from the online

No abstract

Emily is a 4 and half-year-old girl whose foster mother is concerned about her odd eating behaviors. Emily has been with her foster mother for 1 year after exposure to domestic violence. Emily's habit of eating nonfood items led to her foster mother providing "100% supervision." Emily constantly picks up, smells, and tastes nonfood items, particularly rocks and things made of metal. She "explores everything with her tongue." Emily scoops dirt and gravel from sidewalk crevices into her mouth. Although toileting, she catches and licks urine in her hand and searches for stool to put in her mouth. With redirection, Emily stopped putting feces into her mouth, but after spending time with her biological family, this behavior recurred.Emily does not like to eat foods that are hard or require chewing. She does not choke or gag on solid foods or liquids. She likes foods that are sweet. She refuses to eat vegetables and foods with certain textures. Emily pulls food apart with her hands before putting it in her mouth.Emily has global developmental delay, cerebral palsy, contractures in her legs, and strabismus. A medical workup resulted in a diagnosis of trisomy 4p and monosomy 9p. Emily works with a physical therapist and occupational therapist; she attends preschool in a special day class. She is an alert, playful, and socially engaging girl who walks with an abnormal gait, speaks in short sentences, and follows simple directions.