Laura Navia, PhD
The target audience is limited to the MDs, DOs, APRNs, RNs and LCSWs at the three participating PCP practices.
This CME activity consists of an educational component (slides, audio lecture) in an electronic format, followed by an online post-test. Estimated time to complete this activity, including review of materials, is one hour.
Requirements for Successful Completion
- This CME activity consists of a PowerPoint presentation, followed by an online post-test. Estimated time to complete this activity, including review of materials, is one hour.
- Certificates are awarded upon successful completion (80% proficiency) of the post-test.
- In order to receive credit, participants must view the presentation in its entirety.
- The University of Florida College of Medicine will report CME credit to CE Broker when applicable.
As a result of participation in this activity, participants should be able to:
1. Identify and better recognize pediatric behavioral health problems through early surveillance and screening with evidence-based tools.
2. Recognize and evaluate common pediatric psychiatric disorders and demonstrate skills in treating children in primary care practices, particularly relevant to diagnostics and psychopharmacotherapy.
3. Apply interview techniques for surveillance, engage in discussions of behavioral health topics, and utilize brief counseling techniques within their practices.
$0 for UF Participants
$35.00 non-UF Participants
Dr. Navia disclosed that she has no relevant financial disclosures. No one else in a position to control content has any financial relationships to disclose.
CME Advisory Committee Disclosure
Conflict of interest information for the CME Advisory Committee members can be found on the
following website: https://cme.ufl.edu/disclosure/ (Links to an external site.)
Continuing Medical Education Credit
Accreditation: The University of Florida College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
Credit: The University of Florida College of Medicine designates this enduring material for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Release Date: January 21, 2021
Expiration Date: December 31, 2021
Resources for Further Study
- Carter, K. A., Hathaway, N. E., & Lettieri, C. F. (2014). Common sleep disorders in children. American family physician, 89(5), 368–377. Conway, A., Miller, A.L. & Modrek, A. (2017). Testing Reciprocal Links Between Trouble Getting to Sleep and Internalizing Behavior Problems, and Bedtime Resistance and Externalizing Behavior Problems in Toddlers. Child Psychiatry Hum Dev 48, 678–689 Galland, B. C., Sayers, R. M., Cameron, S. L., Gray, A. R., Heath, A. M., Lawrence, J. A., Newlands, A., Taylor, B. J., & Taylor, R. W. (2017). Anticipatory guidance to prevent infant sleep problems within a randomized controlled trial: infant, maternal and partner outcomes at 6 months of age. BMJ open, 7(5), e014908. Hatch, B., Galland, B. C., Gray, A. R., Taylor, R. W., Sayers, R., Lawrence, J., & Taylor, B. (2019). Consistent use of bedtime parenting strategies mediates the effects of sleep education on child sleep: secondary findings from an early-life randomized controlled trial. Sleep health, 5(5), 433–443. Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers. Infants & Young Children, 19(1),25-35 Sonuga-Barke, E.J., Thompson, M., Abikoff, H., Klein, R., & Brotman, L. (2006). Nonpharmacological Interventions for Preschoolers With ADHD: The Case for Specialized Parent Training. Infants & Young Children, 19 (2),142-153.
For questions, email Kati Breton firstname.lastname@example.org.
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