Ellen C Perrin

Boston Children's Hospital, Boston, Massachusetts, United States

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Publications (57)130.74 Total impact

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    ABSTRACT: A small pilot program of 9 youth 13 to 18 years old with high-functioning autism spectrum disorder (ASD) or Asperger's syndrome assessed the feasibility, acceptability, and potential efficacy of an individualized mentoring program. Youth met weekly for 6 months with trained young adult mentors at a local boys and girls club. Participants reported improvements in self-esteem, social anxiety, and quality of life. Participants, parents, mentors, and staff reported that the program improved participants' social connectedness. Although the pilot study was small, it provides preliminary data that mentoring for youth with ASD has promise for increasing self-esteem, social skills, and quality of life. © The Author(s) 2015.
    No preview · Article · May 2015 · Clinical Pediatrics
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    ABSTRACT: Children whose parents do not speak English experience significant disparities in the identification of developmental delays and disorders; however, little is known about the availability and validity of translations of developmental screeners. The goal was to create a map of the scientific evidence regarding translations of the 9 Academy of Pediatrics-recommended screening instruments into languages other than English. The authors conducted a systematic search of Medline and PsycINFO, references of identified articles, publishers' Web sites, and official manuals. Through evidence mapping, a new methodology supported by AHRQ and the Cochrane Collaboration, the authors documented the extent and distribution of published evidence supporting translations of developmental screeners. Data extraction focused on 3 steps of the translation and validation process: (1) translation methods used, (2) collection of normative data in the target language, and (3) evidence for reliability and validity. The authors identified 63 distinct translations among the 9 screeners, of which 44 had supporting evidence published in peer-reviewed sources. Of the 63 translations, 35 had at least some published evidence regarding translation methods used, 28 involving normative data, and 32 regarding reliability and/or construct validity. One-third of the translations found were of the Denver Developmental Screening Test. Specific methods used varied greatly across screeners, as did the level of detail with which results were reported. Few developmental screeners have been translated into many languages. Evidence map of the authors demonstrates considerable variation in both the amount and the comprehensiveness of information available about translated instruments. Informal guidelines exist for conducting translation of psychometric instruments but not for documentation of this process. The authors propose that uniform guidelines be established for reporting translation research in peer-reviewed journals, similar to those for clinical trials and studies of diagnostic accuracy.
    No preview · Article · Feb 2015 · Journal of Developmental & Behavioral Pediatrics
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    ABSTRACT: Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a systematic classroom observation method. Linear regressions analyzed classroom behavior compared with peers and effects of teaching format, grade, and treatment status on classroom behavior. Children with ADHD displayed lower engagement (p
    No preview · Article · Aug 2014 · Journal of Applied School Psychology
  • Terry Stancin · Ellen C Perrin
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    ABSTRACT: Despite an early interest in pediatrics among psychologists and a natural partnership between psychology and pediatrics, psychologists' impact on services for children in primary care settings could be much greater than it is. The purpose of this article is to describe the special contributions of pediatric psychologists and pediatricians in the development of comprehensive, integrated systems of health care for children; the importance of health behavior change as a preventive measure in the lives of children and adolescents; and how psychologists, through their leadership in clinical, research, and advocacy efforts, can harness the important resources of family relationships to promote the health of children. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    No preview · Article · May 2014 · American Psychologist
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    ABSTRACT: Neurofeedback (NFB) is an emerging treatment for children with autism spectrum disorder (ASD). This pilot study examined the feasibility of NFB for children with ASD. Ten children ages 7-12 with high functioning ASD and attention difficulties received a NFB attention training intervention. A standardized checklist captured feasibility, including focus during exercises and academic tasks, as well as off-task behaviors. Active behaviors and vocalizations were the most frequent off-task behaviors. Positive reinforcement and breaks including calm breathing exercises were the most common supports. Low motivation was associated with higher feasibility challenges, yet parental involvement and accommodations were helpful. This pilot study shows that it is feasible to conduct NFB sessions with children with high functioning autism and attention difficulties.
    No preview · Article · Apr 2014 · Applied Psychophysiology and Biofeedback
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    ABSTRACT: Objective: To evaluate sustained improvements six months after a 40-session, in-school computer attention training intervention using neurofeedback (NF) or cognitive training (CT) administered to 7–11 year olds with attention-deficit/hyperactivity disorder (ADHD). Methods: One hundred four children were randomly assigned to receive NF, CT, or a control condition, and evaluated six months post-intervention. A three-point growth model assessed change over time across the conditions on: Conners 3-Parent report (Conners 3-P), Behavior Rating Inventory of Executive Function (BRIEF) Parent Rating Scale, and a systematic doubleblinded classroom observation (Behavioral Observation of Students in Schools; BOSS). ANOVA assessed community-initiated changes in stimulant medication. Results: Parent response rates were 94% pre- to post-intervention and 90% at the six-month follow-up. Six months post-intervention, NF participants maintained significant gains on Conners 3-P (Inattention ES=0.34, Executive Functioning ES=0.25, Hyperactivity/Impulsivity ES=0.23) and BRIEF subscales including the composite (ES=0.31), which remained significantly greater than gains found among children in CT and control conditions. Children in the CT condition showed delayed improvement over immediate post-intervention ratings on Conners 3-P Executive Functioning (ES=0.18) and two BRIEF subscales. At the six-month follow-up, NF participants maintained the same stimulant medication dosage, while participants in both CT and control conditions showed statistically and clinically significant increases (9mg, p=0.002 and 13mg, p<0.001 respectively). Conclusion: NF participants made more prompt and greater improvements in ADHD symptoms, sustained at six-month follow-up, than did CT participants or those in the control group. This finding suggests that NF is a promising attention training treatment for children with ADHD. http://pediatrics.aappublications.org/content/early/2014/02/11/peds.2013-2059
    Full-text · Article · Feb 2014 · PEDIATRICS
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    ABSTRACT: To evaluate the efficacy of 2 computer attention training systems administered in school for children with attention-deficit hyperactivity disorder (ADHD). Children in second and fourth grade with a diagnosis of ADHD (n = 104) were randomly assigned to neurofeedback (NF) (n = 34), cognitive training (CT) (n = 34), or control (n = 36) conditions. A 2-point growth model assessed change from pre-post intervention on parent reports (Conners 3-Parent [Conners 3-P]; Behavior Rating Inventory of Executive Function [BRIEF] rating scale), teacher reports (Swanson, Kotkin, Agler, M-Flynn and Pelham scale [SKAMP]; Conners 3-Teacher [Conners 3-T]), and systematic classroom observations (Behavioral Observation of Students in Schools [BOSS]). Paired t tests and an analysis of covariance assessed change in medication. Children who received NF showed significant improvement compared with those in the control condition on the Conners 3-P Attention, Executive Functioning and Global Index, on all BRIEF summary indices, and on BOSS motor/verbal off-task behavior. Children who received CT showed no improvement compared to the control condition. Children in the NF condition showed significant improvements compared to those in the CT condition on Conners 3-P Executive Functioning, all BRIEF summary indices, SKAMP Attention, and Conners 3-T Inattention subscales. Stimulant medication dosage in methylphenidate equivalencies significantly increased for children in the CT (8.54 mg) and control (7.05 mg) conditions but not for those in the NF condition (0.29 mg). Neurofeedback made greater improvements in ADHD symptoms compared to both the control and CT conditions. Thus, NF is a promising attention training treatment intervention for children with ADHD. http://journals.lww.com/jrnldbp/Abstract/2014/01000/Neurofeedback_and_Cognitive_Attention_Training_for.3.aspx
    Full-text · Article · Jan 2014 · Journal of developmental and behavioral pediatrics: JDBP
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    ABSTRACT: 104 2nd and 4th graders with ADHD were randomized into three groups: neurofeedback (NF), cognitive training (CT) and waitlist control (WLC). Intervention groups received 40 sessions over 6 months of computer training in school. Efficacy was evaluated by: parent report (Conners 3-Parent), classroom observation (Behavioral Observation of Students in Schools, or BOSS) and a math test (Permanent Product Measure of Performance, or PERMP). Post-intervention efficacy has been previously reported. At six-month follow up, paired t-tests and ANCOVAs controlling for pre-intervention scores were used to evaluate maintenance of effects within and between groups. As previously reported, the NF group showed significant change from pre- to post-intervention on all measures. The CT group showed no improvement from pre- to post-intervention on Conners 3-P, trend improvement on BOSS and significant change on PERMP. Six-month follow up analyses for NF show sustained significant improvement on the Conners 3-P (p<0.05), the BOSS (p<0.05), and the PERMP (p<0.01). CT now shows significant improvement on Conner 3-P (p<0.05) and BOSS (p<0.05), and sustained improvement on PERMP (p<0.01). The WLC group showed no significant change. ANCOVAs showed significant differences between NF and WLC on Conners 3-P executive functioning (p=0.02) and ADHD inattentive (p=0.048) subscales and PERMP (p<0.01), as well as between CT and WLC on the Conners 3-P executive functioning subscale (p=0.035). Six-month follow-up analyses of this RCT show sustained significant gains in the NF group and significant improvement in the CT group. NF and CT both appear as promising adjunctive treatments for children with ADHD.
    No preview · Conference Paper · Nov 2013
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    ABSTRACT: IMPORTANCE Disruptive behavior disorders, such as attention-deficient/hyperactivity disorder and oppositional defiant disorder, are common and stable throughout childhood. These disorders cause long-term morbidity but benefit from early intervention. While symptoms are often evident before preschool, few children receive appropriate treatment during this period. Group parent training, such as the Incredible Years program, has been shown to be effective in improving parenting strategies and reducing children's disruptive behaviors. Because they already monitor young children's behavior and development, primary care pediatricians are in a good position to intervene early when indicated. OBJECTIVE To investigate the feasibility and effectiveness of parent-training groups delivered to parents of toddlers in pediatric primary care settings. DESIGN, SETTING, AND PARTICIPANTS This randomized clinical trial was conducted at 11 diverse pediatric practices in the Greater Boston area. A total of 273 parents of children between 2 and 4 years old who acknowledged disruptive behaviors on a 20-item checklist were included. INTERVENTION A 10-week Incredible Years parent-training group co-led by a research clinician and a pediatric staff member. MAIN OUTCOMES AND MEASURES Self-reports and structured videotaped observations of parent and child behaviors conducted prior to, immediately after, and 12 months after the intervention. RESULTS A total of 150 parents were randomly assigned to the intervention or the waiting-list group. An additional 123 parents were assigned to receive intervention without a randomly selected comparison group. Compared with the waiting-list group, greater improvement was observed in both intervention groups (P < .05). No differences were observed between the randomized and the nonrandomized intervention groups. CONCLUSIONS AND RELEVANCE Self-reports and structured observations provided evidence of improvements in parenting practices and child disruptive behaviors that were attributable to participation in the Incredible Years groups. This study demonstrated the feasibility and effectiveness of parent-training groups conducted in pediatric office settings to reduce disruptive behavior in toddlers. TRIAL REGISTRATION clinicaltrials.gov Identifier: NCT00402857.
    No preview · Article · Nov 2013
  • R Christopher Sheldrick · Ellen C Perrin
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    ABSTRACT: Fewer than half of the nation's pediatricians conduct systematic surveillance of young children's development. Because time and cost are among the barriers, our objective was to create a brief set of parent-report questions about cognitive, motor, and language milestones that is freely available and can be administered and scored quickly. A team of experts developed candidate items after reviewing existing instruments and prior research. We selected final items based on statistical fit to a graded item response model developed and replicated in separate samples enrolled from primary care settings (n = 469 and 308, respectively). We then developed a 10-item form for each visit on the pediatric periodicity schedule. Combining our initial samples with 395 families enrolled from referral clinics, we tested these forms' concurrent validity with respect to the ASQ-3 and parent reports of developmental diagnoses. A final set of 54 items displayed adequate fit to our statistical model regardless of race/ethnicity, education level, and child gender. Beginning at 4 months, scores on 10-item forms displayed consistent associations with the ASQ-3, and all but the 60-month form detected parents' reports of developmental delay with adequate sensitivity and specificity. The Milestones is one element of the Survey of Well-being of Young Children (SWYC), a brief but comprehensive screening instrument for children under 5 years. The Milestones is a set of evidence-based items with individual normative data that are appropriate for pediatric surveillance. In addition, the scoring of 10-item Milestones forms may provide many advantages of a first level developmental screening instrument.
    No preview · Article · Nov 2013 · Academic pediatrics
  • Ellen C Perrin · Benjamin S Siegel
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    ABSTRACT: Extensive data available from more than 30 years of research reveal that children raised by gay and lesbian parents have demonstrated resilience with regard to social, psychological, and sexual health despite economic and legal disparities and social stigma. Many studies have demonstrated that children's well-being is affected much more by their relationships with their parents, their parents' sense of competence and security, and the presence of social and economic support for the family than by the gender or the sexual orientation of their parents. Lack of opportunity for same-gender couples to marry adds to families' stress, which affects the health and welfare of all household members. Because marriage strengthens families and, in so doing, benefits children's development, children should not be deprived of the opportunity for their parents to be married. Paths to parenthood that include assisted reproductive techniques, adoption, and foster parenting should focus on competency of the parents rather than their sexual orientation.
    No preview · Article · Mar 2013 · PEDIATRICS
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    ABSTRACT: The reliability and validity of the Parent's Observations of Social Interactions (POSI), a new, seven-item screening instrument for autism spectrum disorders (ASD), is examined in two substudies. In Study 1, parents of 217 children (18–48 months) evaluated at a developmental clinic completed intake questionnaires that included the POSI and the Modified Checklist for Autism in Toddlers (M-CHAT) checklist. POSI and M-CHAT scores were compared to clinical evaluation results to assess reliability and validity. In Study 2, parents of 232 children (16–36 months) from both primary care and subspecialty settings completed the POSI, the M-CHAT, and a report of their child's diagnoses. POSI and M-CHAT scores were compared to reported diagnoses to assess reliability and validity. In both studies, the POSI demonstrated adequate internal reliability (Cronbach α = 0.83 and 0.86, respectively). In Study 1, POSI sensitivity (89%) was higher than that for the M-CHAT (71%; p < .05); specificities were not significantly different (POSI: 54%, M-CHAT: 62%). In Study 2, sensitivity (83%) compared favorably to that for the M-CHAT (50%), although specificity was lower (75 vs. 84%). Despite its brevity, the POSI demonstrated good internal reliability and comparable sensitivity/specificity to the M-CHAT checklist in two independent populations. If results are reproduced in larger, more diverse samples, the POSI may provide an efficient method for ASD screening in young children. La fiabilidad y validez de las Observaciones del Progenitor de las Interacciones Sociales (POSI), un nuevo instrumento con 7 puntos para la detección de Trastornos en el Espectro del Autismo (ASD), se examina en dos sub-estudios. Estudio 1: Padres de 217 niños (18-48 meses) evaluaron en una clínica para el desarrollo la completa información de cuestionarios que incluían POSI y la Lista Modificada para Chequear el Autismo en Infantes (M-CHAT). Los puntajes de POSI y M-CHAT fueron comparados con los resultados de evaluación clínica para evaluar la fiabilidad y la validez. Estudio 2: Padres de 232 niños (16-36 meses), tanto del área de cuidado primario como de lugares de sub-especialización, completaron POSI, M-CHAT y un reporte de la diagnosis de sus niños. Los puntajes de POSI y M-CHAT fueron comparados con los diagnósticos reportados para evaluar la fiabilidad y la validez. En ambos estudios, POSI demostró una fiabilidad interna adecuada (Alfa Cronbach 0.83 y 0.86, respectivamente). En el Estudio 1, la sensibilidad en POSI (89%) fue más alta que la de M-CHAT (71%; p < .05); las especificidades no fueron significativamente diferentes (POSI 54%, M-CHAT 62%). En el Estudio 2, la sensibilidad (83%) se comparó favorablemente a la de M-CHAT (50%), aunque la especificidad fue más baja (75% v 84%). A pesar de su brevedad, POSI mostró una buena fiabilidad interna y sensibilidad/especificidad comparable a la lista de chequear M-CHAT en dos grupos independientes. Si se reproducen los resultados en grupos muestras más grandes y diversos, POSI pudiera facilitar un método eficiente para detectar ASD en niños pequeños. La fiabilité et la validité des Observations du Parent des Interactions Sociales (en anglais, Parent's Observations of Social Interactions, abrégé POSI), un nouvel instrument de dépistage de 7 éléments pour les Troubles du Spectre Autistique (abrégé TSA en français), sont examinées à travers deux sous-études. Etude 1: les parents de 217 enfants (de 18 à 48 mois) évalués dans une clinique de développement, ont rempli des questionnaires à l'admission qui incluaient la POSI ainsi que la Checklist Modifiée pour l'Autisme chez les Petits Enfants (Dépistage M-CHAT). Les scores POSI et M-CHAT ont été comparés aux résultats d'évaluation clinique afin d'évaluer la fiabilité et la validité. Etude 2: les parents de 232 enfants (de 16 à 36 mois) de contextes de soin primaire et de sous-spécialités ont rempli la POSI et le dépistage M-CHAT ainsi qu'un rapport des diagnostics de leur enfant. Les scoresPOSI et M-CHAT ont été comparés aux diagnostics afin d'évaluer la fiabilité et la validité. Dans les deux études la POSI a fait preuve de fiabilité interne adéquate (Cronbach alpha 0,83 and 0,86, respectivement). Dans l'Etude 1 la sensibilité POSI (89%) était plus élevé que la M-CHAT (71%; p<,05); les spécificités n'étaient pas vraiment différentes (POSI 54%, M-CHAT 62%). Dans l'Etude 2 la sensibilité (83%) se comparait favorablement à la M-CHAT (50%), bien que la spécificité ait été plus basse (75% v 84%). En dépit de sa brièveté, la POSI a fait preuve d'une bonne fiabilité internet et a établi une sensibilité/spécificité comparable à la checklist de dépistage chez deux populations séparées. Si les résultats sont reproduits avec des échantillons plus grands et plus divers, la POSI pourrait s'avérer être une méthode efficace pour le dépistage TSA chez les jeunes enfants. Die Reliabilität und Validität der Elternbeobachtung von Sozialen Interaktionen (POSI), einem neuen 7-Item Screening Instrument für Autistische Spektrumsstörungen (ASS), wird in zwei Substudien untersucht. Studie 1: Eltern von 217 Kindern (18 – 48 Monate) in einer Klinik für Entwicklungsstörungen füllten Aufnahmefragebögen aus, die die POSI und die Modifizierte Checkliste für Autismus im Kleinkindalter (M-CHAT) einschlossen. POSI und M-CHAT Werte wurden mit den berichteten Diagnosen verglichen, um Reliabilität und Validität zu prüfen. In beiden Studien zeigte die POSI eine adäquate interne Reliabilität (Cronbachs Alpha 0.83 und 0.86, respektive). In Studie 1 erwies sich POSI als sensitiver (89%) gegenüber dem M-CHAT (71%; p< .05). In Punkto Spezifizität zeigten sich dagegen keine Unterschiede. In Studie 2, viel der Vergleich mit dem M-CHAT hinsichtlich Sensitivität (50%) wieder zugunsten des POSI (83%) aus, obwohl die Spezifizität des POSI niedriger ausfiel (75% vs. 84%). Trotz ihrer Kürze, besitzt die POSI eine gute interne Reliabilität und zur M-CHAT Checkliste vergleichbare Sensitivität/ Spezifizität in zwei unabhängigen Stichproben. Sollten sich die Ergebnisse in größeren und heterogeneren Stichproben als replizierbar erweisen, könnten die POSI eine effiziente Methode zwecks ASS Screening bei jungen Kindern darstellen. 抄録:自閉症スペクトラム障害Autism Spectrum Disorders (ASD)のための新しい7項目のスクリーニング法である、親による社会的相互交流の観察the Parent's Observations of Social Interactions (POSI)の信頼性と妥当性が、二つの研究で調査された。 研究1:発達クリニックで評価された217人の子ども(月齢18–48か月)の親が、POSIと幼児用自閉症チェックリスト改訂版the Modified Checklist for Autism in Toddlers (M-CHAT) checklistを含むインテーク質問紙を記入した。POSIとM-CHATの得点は、信頼性と妥当性を測定するために、臨床評価の結果と比較された。研究2:プライマリー・ケアと専門分野の両方から232人の子ども(月齢16–36か月)の親がPOSIとM-CHATを記入し、子どもの診断を報告した。POSIとM-CHATの得点は、信頼性と妥当性を測定するために、報告された診断と比較された。両方の研究で、POSIは適切な内的信頼性を示した(クローンバックのαそれぞれ0.83 と 0.86)。研究1では、POSIの感受性(89%)は、M-CHATよりも高かった(71%; p< .05);特異性には、有意差はなかった(POSI 54%, M-CHAT 62%)。研究2では、感受性(83%)がM-CHAT (50%)に比較して高かったが、特異性は低かった(75% v 84%)。POSIは短いにもかかわらず、二つの独立した集団において、良好な内的信頼性と、M-CHATチェックリストと同等の感受性/特異性を示した。もし結果がより大きな多様性のあるサンプルで再現できれば、POSIは幼児におけるASDのスクリーニングに有効な方法を提供するだろう。
    No preview · Article · Mar 2013 · Infant Mental Health Journal
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    ABSTRACT: To promote optimal health and well-being of all children, the American Academy of Pediatrics (AAP) supports access for all children to (1) civil marriage rights for their parents and (2) willing and capable foster and adoptive parents, regardless of the parents’ sexual orientation. The AAP has always been an advocate for, and has developed policies to support, the optimal physical, mental, and social health and well-being of all infants, children, adolescents, and young adults. In so doing, the AAP has supported families in all their diversity, because the family has always been the basic social unit in which children develop the supporting and nurturing relationships with adults that they need to thrive. Children may be born to, adopted by, or cared for temporarily by married couples, nonmarried couples, single parents, grandparents, or legal guardians, and any of these may be heterosexual, gay or lesbian, or of another orientation. Children need secure and enduring relationships with committed and nurturing adults to enhance their life experiences for optimal social-emotional and cognitive development. Scientific evidence affirms that children have similar developmental and emotional needs and receive similar parenting whether they are raised by parents of the same or different genders. If a child has 2 living and capable parents who choose to create a permanent bond by way of civil marriage, it is in the best interests of their child(ren) that legal and social institutions allow and support them to do so, irrespective of their sexual orientation. If 2 parents are not available to the child, adoption or foster parenting remain acceptable options to provide a loving home for a child and should be available without regard to the sexual orientation of the parent(s).
    Preview · Article · Jan 2013
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    ABSTRACT: Objective: To develop and validate the Baby Pediatric Symptom Checklist (BPSC), a brief social/emotional screening instrument for children less than 18 months. The BPSC is modeled after the Pediatric Symptom Checklist (PSC) and is part of the Survey of Wellbeing of Young Children, a comprehensive, freely available screening instrument designed for use in pediatric primary care. Method: BPSC items were developed by a team of experts who reviewed existing assessment instruments and relevant research literature. Scale construction and initial validation were conducted with 205 families from pediatric primary care sites and 54 families from referral clinics. A replication sample of 146 additional families were enrolled from an independent set of primary care practices. Results: Exploratory factor analysis revealed 3 dimensions of the BPSC: irritability, inflexibility, and difficulty with routines. Factor structure was confirmed in the replication sample. Retest reliability and internal reliability were adequate (intraclass correlation coefficient >0.70) across subscales, with the exception of the "irritability" subscale's internal reliability in the replication sample. Construct validity of the "irritability" and the "difficulty with routines" subscales is supported by correlations with the Parenting Stress Index and the Ages & Stages Questionnaire: Social/Emotional, but the "inflexibility" subscale seems to be distinct from performance on these instruments. Tests of differential item functioning revealed no significant effects for race/ethnicity, child gender, parent education, or family income. Age-based normative data were calculated for each subscale. Conclusion: The BPSC assesses 3 domains of behavior for very young children and shows promise as a social/emotional screening instrument for pediatric primary care.
    No preview · Article · Oct 2012 · Academic pediatrics
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    ABSTRACT: This article describes the development and initial validation of the Preschool Pediatric Symptom Checklist (PPSC), a social/emotional screening instrument for children 18 to 60 months of age. The PPSC was created as part of a comprehensive screening instrument designed for pediatric primary care and is modeled after the Pediatric Symptom Checklist. Items for the PPSC were developed by a team of experts who reviewed existing assessment instruments and relevant research literature. Scale construction and initial validation (including factor analysis and tests of construct validity) were conducted with 292 families from pediatric primary care sites and 354 families from referral clinics. One hundred seventy-one additional families were recruited from primary care sites to obtain an independent replication sample. Exploratory factor analysis revealed 4 dimensions of the PPSC: Externalizing, Internalizing, Attention Problems, and Parenting Challenges. These dimensions were incorporated into a bifactor model that displayed a strong general factor, thus supporting the use of a total score. The PPSC total score shows strong internal and retest reliability, and it identifies children who score in the clinical range of a longer, well-validated, and more comprehensive parent-report instrument (the Child Behavior Checklist), as well as children who are reported to have a range of behavioral diagnoses. Moreover, sensitivity and specificity with respect to these criteria were comparable to those of another well-accepted but longer screener, the Ages & Stages Questionnaire: Social/Emotional. Finally, results for the PPSC total scale remained consistent when replicated in an independent sample. The PPSC shows promise as a social/emotional screening instrument for use in pediatric primary care.
    No preview · Article · Aug 2012 · Academic pediatrics
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    ABSTRACT: Increasingly, school-aged children present with challenging emotional and behavioral problems and may be resistant to traditional special education approaches (Smith et al., Behav Disorders 36(3):185–194, 2011). These programs do not take into consideration the specific needs of students with emotional and behavioral disorder (EBD). We examined the feasibility and potential for positive effects of yoga sessions within a school setting for children with EBD at an urban elementary school. Thirty-seven children with EBD in an urban school completed a yoga intervention in small groups (7–10 students) twice per week for 3 ½ months. Teachers, parents, and students completed a systematic pre- and post-intervention assessment, and yoga instructors completed attendance and behavior checklists. Average attendance for the yoga sessions was 90 %. Eighty percent of responders described being very satisfied with the intervention. Teachers reported improved attention in class (p = 0.01) and adaptive skills (p = 0.03) and reduced depressive symptoms (p = 0.03), behavioral symptoms (p = 0.01), and internalizing symptoms (p = 0.04). No significant changes were found in the parent data and no discernable trend was found in student reports. These data suggest that yoga administered in small groups in an urban school setting is a feasible school intervention for children with emotional and behavioral disorders and may be effective in reducing symptoms.
    No preview · Article · Aug 2012 · Journal of Child and Family Studies

  • No preview · Article · Jun 2012 · Clinical Pediatrics
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    R Christopher Sheldrick · Emily N Neger · Ellen C Perrin
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    ABSTRACT: To describe responses to the questions "Do you have concerns about your child's behavior? Development? Learning?" among parents seeking pediatric care, and to analyze their correspondence to formal screening questionnaires. Of 465 parents of children aged 3 to 65 months recruited at pediatric primary care practices in Greater Boston, 451 provided complete data for analysis. After completing a questionnaire that asked whether they had any or all of these concerns, parents filled out a developmental screener (Ages and Stages Questionnaire-3) and a behavioral screener (Ages and Stages Questionnaire: Social-Emotional). One hundred eight parents (24%) reported having at least 1 concern about their child. Greater child age, male gender, and lower family income were associated with more concerns about development, behavior, and learning. Moderate agreement was found between parents' concerns and their responses on screening instruments, but among parents who identified no concerns, 18% were identified as at risk on one or both screening tests. Compared with children who were not identified on either screener, parents of children identified only on the behavioral screener were more likely to have concerns about behavior and parents of children identified on both screeners were more likely to have noted concerns about both behavior and development. No type of concern was associated with identification on the developmental screener alone. Parents' self-report of concerns showed moderate agreement with the results of developmental and behavioral screening instruments. Agreement was higher for behavioral concerns than for developmental concerns.
    Preview · Article · Dec 2011 · Journal of developmental and behavioral pediatrics: JDBP
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    ABSTRACT: To compare the quality of life (QoL), a measure of psychological well-being, of adolescents reared in lesbian-mother families with that of a matched comparison group of adolescents with heterosexual parents. The adolescents in the comparison group were derived from a representative sample of adolescents in Washington state. The second aim of the study was to assess among teens with lesbian mothers whether donor status, maternal relationship continuity, and self-reported stigmatization are associated with QoL. In 1986, prospective lesbian mothers were recruited in Boston, Washington, DC, and San Francisco. Currently, 93% of the National Longitudinal Lesbian Family Study (NLLFS) families are still participating in the study. This report is based on an online questionnaire completed by 78 NLLFS adolescent offspring-39 girls and 39 boys. Six items of the Youth Quality of Life Instrument were used to assess QoL. Also, the NLLFS adolescents were asked whether they had experienced stigmatization, and if so, to describe these experiences (e.g., teasing and ridicule). Mothers were queried about donor status and maternal relationship continuity. The results revealed that the NLLFS adolescents rated their QoL comparably to their counterparts in heterosexual-parent families. Donor status, maternal relationship continuity, and experienced stigmatization were not related to QoL. Adolescent offspring in planned lesbian families do not show differences in QoL when compared with a matched group of adolescents reared in heterosexual families. By investigating QoL, this study provides insight into positive aspects of mental health of adolescents with lesbian mothers.
    Full-text · Article · Dec 2011 · Journal of developmental and behavioral pediatrics: JDBP
  • Ellen C Perrin · R Christopher Sheldrick

    No preview · Article · Nov 2011 · JAMA Pediatrics

Publication Stats

733 Citations
130.74 Total Impact Points


  • 2002-2015
    • Boston Children's Hospital
      • Department of Pediatrics
      Boston, Massachusetts, United States
  • 2003-2014
    • Tufts Medical Center
      • Department of Pediatrics
      Boston, Massachusetts, United States
  • 2010-2011
    • Beverly Hospital, Boston MA
      BVY, Massachusetts, United States
  • 2008-2011
    • Tufts University
      • Department of Pediatrics
      Georgia, United States
  • 1998-2005
    • University of Massachusetts Medical School
      • Department of Pediatrics
      Worcester, Massachusetts, United States
  • 1999
    • University of Massachusetts Amherst
      Amherst Center, Massachusetts, United States