Developmental Behavior Department
Developmental Behavior Department was divided from Child Healthcare Department in 2012 with the development of medicine science and changes in the spectrum of human diseases. The incidence of early childhood developmental and behavioral disorders has gradually increased and received more and more attention. The department currently has 1 chief physician, 1 deputy chief physician, 8 attending physicians, 1 resident physician, 2 autism (autism) therapists and 4 professional nursing staff, six of doctors with doctoral degree and 5 with master degree. All the staff in the department are good at the diagnosis, evaluation and treatment of developmental and behavioral disorders such as autism spectrum disorders, attention deficit hyperactivity disorder, language disorder, learning difficulties, intellectual development disorders, feeding disorders, etc. The department is skilled to provide high-quality, personalized services for children with developmental behavioral disorders and those with high risk of developmental behavioral disorders in Zhejiang Province and even the whole country.
(1) Developmental behavioral problems: autism spectrum disorders; developmental delays, such as language developmental delay, motor developmental delay, cognitive developmental delay; attention deficit / hyperactivity disorder; learning difficulties; intellectual developmental disorders; feeding disorders; eating behavior problems; sleep disorders; Lead poisoning.
(2) Children at high risk of developmental disabilities: children with high-risk factors in the perinatal period, such as premature infants, low birth weight infants, infants with hypoxic-ischemic encephalopathy, infants with bilirubin encephalopathy; sibling of autistic children; children with a family history of intellectual developmental disabilities, etc.
(3) Early childhood development guidance: regular growth and development monitoring, early education guidance, intellectual development monitoring and screening; counseling and guidance on behavioral deviations during development; individualized education and parenting counseling.
(4) Child developmental assessment and intelligence test: use various neurodevelopment and intelligence test scales to assess the development level or intelligence of children, then provide individual educational interventions to enable each child to achieve the best overall development.
(5) Screening and diagnostic evaluation scales: Childhood Autism Screening Scale (ABC, M-CHAT-R/F) and Diagnostic Scales (ADOS and ADI-R), Child Development Screening and Diagnostic Scales, Child Intelligence Screening and Diagnostic Scales, and each behavior and ability rating scales, etc.
(6) Childhood autism intervention: provide Psychoeducational Profile (Third Edition) (PEP-3), Griffith Cognitive Development Assessment (Griffiths), etc.; and assist parents to draw up individualized intervention plans, coach parents to carry out intervention education, including demonstration and explanation of theoretical guidance and model courses, regular parent group training, and long-term follow-up.
(1) Autism spectrum disorders: apply the international gold standard for diagnosis of autism—ADOS and ADI-R scales, and the Psychoeducational Profile (Third Edition) (PEP-3) and Griffith Cognitive Development Assessment (Griffiths)to diagnose, assess and intervene autistic children; long-term commitment to family-centered intervention has achieved good results; and instruct the child health doctors of all the maternal and children's hospitals in Zhejiang province to conduct early screening of autism, and refer the suspicious children to our department for further diagnosis, evaluation and intervention; at the same time, regular follow-up of young siblings of autistic children, early family intervention guidance to avoid or reduce the possibility of autism recurrence.
(2) Developmental delays: use various developmental screening and diagnostic scales to conduct a comprehensive developmental assessment of stunted children, provide educational intervention guidance based on developmental level, and conduct long-term follow-up.
(3) Learning disability: assess learning ability, intelligence and behavior of preschool and school-age children with learning difficulties, cooperate with teachers in school and special education teachers to conduct individualized assessments, formulate education plans, and guide targeted educational interventions.
(4) Disorders of neurodevelopment: carry out etiological tests and intellectual development assessment for children with intellectual disabilities, provide intervention and education suggestions based on individual development level, provide counseling for families of children with inherited intellectual disabilities (such as fragile X syndrome, etc.).
The professional team is actively involved in scientific research. Currently, the scientific research projects have been chaired or participated, including National Natural Science Foundation of China, National Science and Technology Support Project, and the National Institutes of Health (NIH) Fund, Zhejiang Provincial Natural Science Foundation, Zhejiang Provincial Department of Science and Technology, and Zhejiang Health Commission, focusing on the studies of neurocognitive mechanisms, genetic etiology and interventions of children with autism and intellectual disabilities.