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Asperger's syndrome: diagnosis, treatment, and outcome.

Should Asperger's syndrome be distinguished as a separate clinical entity? Unfortunately, relatively little empiric information is available on this issue. The data suggest, however, that even compared to high-functioning autistic children of equivalent IQ, Asperger's syndrome children have better social and language skills. Anecdotal evidence also suggests that they have a different outcome, although this needs to be confirmed in proper, controlled follow-up studies. Although some differences in etiology between autism and Asperger's syndrome have been identified, these are of uncertain clinical significance. It may be that, for purposes of recognition and research, Asperger's syndrome should be considered a separate entity. This ensures that such children are identified for treatment and included in research protocols. This, in itself, would be of considerable benefit, even if it is acknowledged that Asperger's syndrome and autism probably represent different endpoints of a similar pathogenic mechanism. Asperger's syndrome represents a type of developmental disability that profoundly limits a child's participation in the process of growing up. After all, childhood is a time of play and of learning how to communicate with others. As clinicians, we need to understand these limitations and not put up artificial barriers to appropriate diagnostic and treatment services. It is hoped that the growing recognition of the predicament of these children will stimulate greater interest in research and treatment. Not only will children with Asperger's syndrome benefit from this, but, by extension, so will all children with developmental disabilities.

Autistic Disorder↗

A systematic analysis of the influence of prior social context on aggression and self-injury within analogue analysis assessments.

Experimental analogue analyses are sometimes used to identify the operant function of aberrant behavior for individuals with developmental disabilities. These methods are proposed to be superior to other assessment techniques because they systematically control for the presence and absence of hypothesized maintaining contingencies within the analogue analysis. Analogue analyses are usually performed over a brief period of time with little reference to the broader social context within which they are conducted. Social interactions that a person experiences prior to an analogue analysis assessment might influence performance within the assessment. The authors examined the influence of prior social conditions on levels of aberrant behavior under analogue assessments with two individuals with severe developmental disabilities. Results indicated that prior social conditions significantly influenced analogue analysis results in idiosyncratic ways for both. These findings are discussed in terms of the need to examine broad contextual influences when conducting functional analyses of aberrant behavior.

Adult↗

The epidemiology and prevention of congenital cytomegalovirus infection and disease: activities of the Centers for Disease Control and Prevention Workgroup.

Perhaps no single cause of birth defects and developmental disabilities in the United States currently provides greater opportunity for improved outcomes in more children than congenital cytomegalovirus (CMV). --Cannon and Davis. BMC Public Health 2005;5:70 Each year in the United States, thousands of children and their families are affected by congenital cytomegalovirus (CMV) infection. More children may be affected by congenital CMV than by other, better known childhood conditions, such as Down syndrome, fetal alcohol syndrome, and spina bifida. The Centers for Disease Control and Prevention (CDC) has formed a Workgroup on Congenital CMV, led by the National Center on Birth Defects and Developmental Disabilities and the National Center on Infectious Diseases. This report provides background on congenital CMV infection and describes the goals and activities of the workgroup for reducing the burden of sequelae of congenital CMV infection.

Centers for Disease Control and Prevention, U.S.↗

The epidemiology of disasters and adverse reproductive outcomes: lessons learned.

A disaster has been defined as a disruption of human ecology that exceeds the capacity of the community to function normally. Little is known about the adverse effects of natural disasters on reproductive outcomes. Important lessons can be derived from several disasters caused by human factors, such as the Minamata Bay disaster. Adverse reproductive outcomes include infertility, early pregnancy loss, stillbirths, congenital malformations, and serious developmental disabilities such as cerebral palsy and mental retardation. Recent disasters like the Chernobyl and Bhopal explosions have provided important lessons on the need for accurate and sound information about the risk of prenatal exposures for adverse reproductive outcomes. To study questions of adverse reproductive outcomes and disasters requires a well-planned approach. It should include early development of surveillance for adverse reproductive outcomes, analytic studies on the risk of disasters from direct and indirect effects, sensitive methods to measure early pregnancy loss, and long-term follow-up programs to assess outcomes such as developmental disabilities.

Animals↗

Self-injurious behavior: gene-brain-behavior relationships.

This paper summarizes a conference held at the National Institute of Child Health and Human Development on December 6-7, 1999, on self-injurious behavior [SIB] in developmental disabilities. Twenty-six of the top researchers in the U.S. from this field representing 13 different disciplines discussed environmental mechanisms, epidemiology, behavioral and pharmacological intervention strategies, neurochemical substrates, genetic syndromes in which SIB is a prominent behavioral phenotype, neurobiological and neurodevelopmental factors affecting SIB in humans as well as a variety of animal models of SIB. Findings over the last decade, especially new discoveries since 1995, were emphasized. SIB is a rapidly growing area of scientific interest to both basic and applied researchers. In many respects it is a model for the study of gene-brain-behavior relationships in developmental disabilities.

Animals↗

Addressing health disparities through dental-medical collaborations, part II. Cross-cutting themes in the care of special populations.

This article introduces the second group in a series of articles in this journal on dental-medical collaborations to reduce oral health disparities. This group targets the needs of the elderly and individuals with mental retardation, developmental disabilities, and other special health problems. Five themes are common to these populations: the importance of oral-systemic interactions and need for interprofessional collaboration in care and training; the possibility of diminished mental and motor capacities and ability to provide self-care; difficulty accessing appropriate dental care; complex social and cultural factors; and the lack of a sufficient evidence base on basic mechanisms and clinical interventions. Gaps in training of dental, medical, and other health professionals contribute to disparities. Few programs provide integrated, interdisciplinary approaches, despite the growing numbers of elderly and the increasing life span of individuals with developmental disabilities. The inability of many such individuals to advocate for themselves, limitations in financial mechanisms, and societal biases fuel health disparities. These articles propose recommendations for key changes in dental and other health professional training, advocate increased commitment to special populations in research agendas, and encourage collaboration across health professions and with community and advocacy groups. A strong emphasis on prevention must be a part of these changes.

Adolescent↗

Occupational therapy and special education: some issues and concerns related to Public Law 94-142.

Because of the evolving nature of the professions involved in providing services to the developmentally disabled as mandated by PL 94-142, the potential of theoretical and programmatic conflict exists. Some of the philosophical differences and similarities between occupational therapy and special education are reviewed. Two conceptual approaches to therapy and education are identified. The first approach is based on the medical model, which emphasized diagnostic evaluation to determine the cause of a disorder and the prescription of remedial activities to alleviate the dysfunction. The second approach is the task analysis model, which emphasized task content and behaviorally based teaching strategies and objectives. It is proposed that, through a mutual understanding and cooperative effort on the part of all professionals, the two models may be combined to provide comprehensive services to the developmentally disabled.

Adolescent↗

Emergent symbolic relations in speakers and nonspeakers.

Eight adults with developmental disabilities and four typically developing preschool children participated in an experiment studying emergent stimulus-stimulus relations after match-to-sample instruction. Participants were taught to match lexigrams (arbitrary graphic stimuli) to objects. Each object was functionally related to another object in the teaching set. For example, brush and comb were members of the teaching set. Most participants were able to select objects when the objects were named in pretests. Postteaching probes assessed emergent relations between spoken names and lexigrams. In addition, we included probes to detect emergent relations between related lexigrams. That is, would participants select the lexigram for comb when the experimenter displayed the lexigram for brush (without explicit teaching)? Two preschool children and five adults with developmental disabilities showed emergent relations between lexigrams and spoken words. However, only two preschool children showed the emergent lexigram to related lexigram relations.

Adult↗

A behavioral diagnostic paradigm for integrating behavior-analytic and psychopharmacological interventions for people with a dual diagnosis.

Aberrant behaviors exhibited by people with developmental disabilities have been well documented. Often, psychotropic medications, especially neuroleptics, have been used to control behaviors such as self-injury, physical aggression, property destruction, and hyperactivity. Serious side effects of these medications have occurred, resulting in litigation and regulation of their use by courts, surveyors, and accrediting bodies. Rules and regulations have been developed requiring that behaviors/symptoms necessitating that medication usage be clearly delineated, that behavior programs be developed and implemented to reduce need, and that the interdisciplinary team approach be used to monitor effectiveness of interventions. Currently, little guidance exists on how behavioral and psychopharmacological interventions should be applied or combined. This paper presents a paradigm for integrating behavior-analytic and psychopharmacological treatment interventions in the treatment of persons with developmental disabilities that meets applicable standards. Our model is consistent with the least restrictive, yet effective treatment philosophy. Implications for research and treatment are presented.

Behavior Therapy↗

Comprehensive fire-safety training for adult mentally retarded persons.

Proficiency in emergency fire-safety skills is important for developmentally disabled persons, especially if they are to live independently in the community. In this study, nine mentally retarded adults were taught functional repertoires for (a) exiting a burning building, (b) reporting a fire to the proper authorities and (c) extinguishing a fire on one's self or another person using the 'stop, drop and roll' technique. In a two-part study, five residents from one group home were taught these behaviours by skilled trainers using a training package consisting of instructions, modelling rehearsal, feedback, and social and descriptive reinforcement. In the second part, two residents from another group home were taught by the trainers, and an additional two subjects were taught by a staff member of the group home using the same training procedures. The results showed that developmentally disabled adults can be trained in emergency fire-safety skills by both skilled trainers and by direct-care staff.

Accident Prevention↗

Visual screening: an alternative method for reducing stereotypic behaviors.

Visual screening, a mildly aversive response suppression procedure, was evaluated across two studies for its effectiveness in reducing topographically similar and dissimilar stereotypic behaviors of four developmentally disabled children. In the first study, a multiple baseline design across subjects and behaviors was used to assess the effectiveness of the procedure as a treatment for reducing the visual and auditory self-stimulatory responses of two 9-yr-old mentally retarded and behaviorally disturbed children. A multiple baseline design across subjects was used in the second study to evaluate the effectiveness of visual screening as a treatment for reducing stereotypic fabric pulling and self-mutilative ear bending, respectively, of two 13-yr-old mentally retarded, autisticlike adolescents. Long-term follow-up data for both studies were reported. The results suggested that visual screening was an easily administered, effective, and exceptionally durable treatment procedure for controlling a variety of stereotypic behaviors commonly associated with the developmentally disabled.

Adolescent↗

National Task Force on Fetal Alcohol Syndrome and Fetal Alcohol Effect: defining the national agenda for fetal alcohol syndrome and other prenatal alcohol-related effects.

Prenatal alcohol exposure can lead to serious birth defects and developmental disabilities. A need exists to develop effective strategies for both children with fetal alcohol syndrome (FAS) or other prenatal alcohol-related effects and for women at high risk for having an alcohol-exposed pregnancy. Since the syndrome was identified approximately 30 years ago, advancements have been made in FAS diagnostics, surveillance, prevention, and intervention, but a substantial amount of work remains. Collaborations among partners in federal state, and local agencies, academia, clinical professions, school systems, and families are critical to developing and implementing successful efforts related to FAS and fetal alcohol effect (FAE). In 1999, Congress directed the Secretary of the U.S. Department of Health and Human Services to convene the National Task Force on FAS and FAE (the Task Force). CDC's National Center on Birth Defects and Developmental Disabilities, Fetal Alcohol Syndrome Prevention Team, coordinates the Task Force and manages its operation. Since the Task Force was chartered in 2000, Task Force members, with input from multiple partners, have convened to deliberate and determine the Task Force mission, goals, and priority concerns to be addressed. This report describes the structure, function, mission, and goals of the Task Force and provides their first recommendations. An explanation of how the Task Force recommendations were generated and the Task Forces next steps are also reported.

Alcoholism↗

Pharmacotherapy for severe aggression in a child with autism: "open label" evaluation of multiple medications on response frequency and intensity of behavioral intervention.

Many persons who have developmental disabilities and challenging behaviors are treated with multiple medications combined with nonpharmacological approaches. However, the comparative effects from pharmacotherapy frequently are not assessed empirically, do not include corollary behavioral measures, and are not evaluated in the long term. The present single-case study incorporated behavioral assessment methodology in an "open label" evaluation of anticonvulsant (clonazepam), beta-blocking (propanolol), and antidepressant (sertraline and clomipramine) medications on severe aggression in a child with autism. Clinically significant reductions in aggressive behavior were attained with the administration of clomipramine and the reductive effects from the medication persisted for 1.7 years. In addition, clomipramine was associated with the elimination of crisis intervention procedures that had been required to manage the child's aggression. These findings add to the clinical literature describing effective treatment of serious behavior disorders in persons with developmental disabilities using antidepressant medication.

Aggression↗

Epidemiological monitoring of environmental lead exposures in California State Hospitals.

Blood lead screening of 8062 state hospital residents in California revealed 143 residents with excessive lead levels (greater than or equal to 30 micrograms/dL). This screening was part of the Childhood Lead Project and was performed in 1978. The purpose of this study was to identify "critical" lead sources in California State Hospitals. Accurate identification is crucial if subsequent abatement programs are to be effective. The strategy involved the following sequence of steps: 1) Selection of cases based on blood lead and erythrocyte protoporphyrin screening. 2) Determination of pica habits and environmental exposures through interviews with ward's staff and/or parents. 3) Measurement of lead levels in environmental samples reflecting exposures. 4) Interpreting these data in order to identify critical lead sources. 5) Reducing exposure to critical lead sources. 6) Following up of cases and controls to validate the effects of this strategy. A group of 36 lead-burdened cases with pica (30-60 micrograms Pb/dL blood) and 36 matched controls (PbB less than 20 micrograms/dL) were selected from among the developmentally disabled residents of two California State Hospitals. These subjects were studied in order to identify the lead sources to which they were exposed and to abate the major ones. Three major lead sources were found in the state hospitals: wall and furniture paints (100-45,400 micrograms Pb/g paint); surface soil (33-570 micrograms Pb/g soil); educational format was presented to all involved staff. The results have indicated a trend towards lower lead intake by the lead-burdened cases. In one of the two hospitals a "lead-free unit" had been established. All the lead-burdened cases were transferred to this unit in August 1981. A few months later the blood lead levels of all the cases dropped below 30 micrograms/dL. Initial epidemiological monitoring indicated where there were preventable hazards, which abatement efforts succeeded in reducing. Further monitoring of such problems is indicated in this and other developmentally-disabled populations.

Adolescent↗

Noninvasive determination of acetaminophen disposition in Down's syndrome.

In this study we evaluated subjects with Down's syndrome for the possibility that direct or indirect gene dosage effects of trisomy 21 alter the fate of acetaminophen. We also investigated the usefulness of noninvasive sampling techniques to obtain parameter estimates for drug disposition in these developmentally disabled individuals. After administration of 5 mg/kg and 20 mg/kg oral doses of acetaminophen, subjects with Down's syndrome resembled control subjects in most pharmacokinetic and metabolic parameters, including apparent half-life, volume of distribution per kilogram body mass, total body clearance per kilogram of body mass, extrapolated saliva concentration at time zero, and the urinary excretion of acetaminophen glucuronide and sulfate conjugates. Glutathione conjugation tended to increase and sulfate conjugation tended to decrease in all subjects as the acetaminophen dose increased from 5 mg/kg to 20 mg/kg. Results based on these samples of very limited size also suggest that acetaminophen metabolism to glutathione-derived conjugates may have been increased in subjects with Down's syndrome. The similarity of estimates of acetaminophen pharmacokinetics and data on metabolic fate between subjects with Down's syndrome and normal volunteers indicates that large effects of trisomy 21 on these processes are unlikely. Also, these results were in agreement with extensive data obtained with invasive techniques, indicating that simple noninvasive methodologies appear to be well suited for studying acetaminophen disposition in populations of developmentally disabled individuals.

Acetaminophen↗

Developmental regulation of adult cortical morphology and behavior: an animal model for mental retardation.

The purpose of this study was to examine the behavioral performance in adult mice which, as neonates, had received lesions to cortically projecting, cholinergic basal forebrain neurons. The nucleus basalis magnocellularis (nBM) provides the primary cholinergic innervation to cerebral cortex. Lesions in the nBM in neonatal mice result in transient cholinergic denervation and persistent abnormalities in cortical morphology and cytoarchitecture. These cortical abnormalities resemble pathologies observed in a number of developmental disabilities in humans, including Down Syndrome. Balb/CByJ mice received lesions to the nBM 12-24 hr after birth; littermates served as controls. Behavioral testing began 8 weeks after the lesion and included assessments of spontaneous motor activity, retention (a passive avoidance task) and cognition (the Morris swim task). Following behavioral testing, a subset of mice was killed for Nissl and acetylcholinesterase (AChE) histology. The cortical morphology in these brains was evaluated and ranked by the experimenter, who was blind to the lesion and behavioral studies. The lesioned mice exhibited increased spontaneous activity as compared to littermate controls. The lesioned mice were also severely impaired in performance of the retention and cognitive task; they showed decreased passive avoidance retention latencies and increased swim maze latencies as compared to controls. The brains of all of the lesioned mice exhibited cortical morphological abnormalities that ranged from slight to severe. Cortical AChE intensity and distribution in the brains of the lesioned mice, however, were comparable to those of controls. In correlation studies of behavioral and morphological data, motor activity did not correlate with either passive avoidance retention or swim maze latencies. Additionally, cortical cytoarchitectural abnormalities did not correlate with motor activity. Cortical cytoarchitectural abnormalities did, however, correlate with both passive avoidance and swim maze latencies, i.e. severely abnormal cortical morphology predicted low passive avoidance retention latencies and high swim maze latencies. These data indicate that cortical cytoarchitectural abnormalities resulting from nBM lesions in neonates correlate with impairments on the cognitive task, but not with the activity measures, in adult mice. Thus, in this lesion model, and by extrapolation in developmental disabilities in humans, structural changes in the cortex which result from transient disruption of cortical cholinergic innervation may lead to persistent cognitive impairments in adulthood.

Acetylcholinesterase↗

Otitis media with effusion.

The clinical practice guideline on otitis media with effusion (OME) provides evidence-based recommendations on diagnosing and managing OME in children. This is an update of the 1994 clinical practice guideline "Otitis Media With Effusion in Young Children," which was developed by the Agency for Healthcare Policy and Research (now the Agency for Healthcare Research and Quality). In contrast to the earlier guideline, which was limited to children 1 to 3 years old with no craniofacial or neurologic abnormalities or sensory deficits, the updated guideline applies to children aged 2 months through 12 years with or without developmental disabilities or underlying conditions that predispose to OME and its sequelae. The American Academy of Pediatrics, American Academy of Family Physicians, and American Academy of Otolaryngology-Head and Neck Surgery selected a subcommittee composed of experts in the fields of primary care, otolaryngology, infectious diseases, epidemiology, hearing, speech and language, and advanced-practice nursing to revise the OME guideline. The subcommittee made a strong recommendation that clinicians use pneumatic otoscopy as the primary diagnostic method and distinguish OME from acute otitis media. The subcommittee made recommendations that clinicians should 1) document the laterality, duration of effusion, and presence and severity of associated symptoms at each assessment of the child with OME, 2) distinguish the child with OME who is at risk for speech, language, or learning problems from other children with OME and more promptly evaluate hearing, speech, language, and need for intervention in children at risk, and 3) manage the child with OME who is not at risk with watchful waiting for 3 months from the date of effusion onset (if known) or diagnosis (if onset is unknown). The subcommittee also made recommendations that 4) hearing testing be conducted when OME persists for 3 months or longer or at any time that language delay, learning problems, or a significant hearing loss is suspected in a child with OME, 5) children with persistent OME who are not at risk should be reexamined at 3- to 6-month intervals until the effusion is no longer present, significant hearing loss is identified, or structural abnormalities of the eardrum or middle ear are suspected, and 6) when a child becomes a surgical candidate (tympanostomy tube insertion is the preferred initial procedure). Adenoidectomy should not be performed unless a distinct indication exists (nasal obstruction, chronic adenoiditis); repeat surgery consists of adenoidectomy plus myringotomy with or without tube insertion. Tonsillectomy alone or myringotomy alone should not be used to treat OME. The subcommittee made negative recommendations that 1) population-based screening programs for OME not be performed in healthy, asymptomatic children, and 2) because antihistamines and decongestants are ineffective for OME, they should not be used for treatment; antimicrobials and corticosteroids do not have long-term efficacy and should not be used for routine management. The subcommittee gave as options that 1) tympanometry can be used to confirm the diagnosis of OME and 2) when children with OME are referred by the primary clinician for evaluation by an otolaryngologist, audiologist, or speech-language pathologist, the referring clinician should document the effusion duration and specific reason for referral (evaluation, surgery) and provide additional relevant information such as history of acute otitis media and developmental status of the child. The subcommittee made no recommendations for 1) complementary and alternative medicine as a treatment for OME, based on a lack of scientific evidence documenting efficacy, or 2) allergy management as a treatment for OME, based on insufficient evidence of therapeutic efficacy or a causal relationship between allergy and OME. Last, the panel compiled a list of research needs based on limitations of the evidence reviewed. The purpose of this guideline is to inform clinicians of evidence-based methods to identify, monitor, and manage OME in children aged 2 months through 12 years. The guideline may not apply to children more than 12 years old, because OME is uncommon and the natural history is likely to differ from younger children who experience rapid developmental change. The target population includes children with or without developmental disabilities or underlying conditions that predispose to OME and its sequelae. The guideline is intended for use by providers of health care to children, including primary care and specialist physicians, nurses and nurse practitioners, physician assistants, audiologists, speech-language pathologists, and child-development specialists. The guideline is applicable to any setting in which children with OME would be identified, monitored, or managed. This guideline is not intended as a sole source of guidance in evaluating children with OME. Rather, it is designed to assist primary care and other clinicians by providing an evidence-based framework for decision-making strategies. It is not intended to replace clinical judgment or establish a protocol for all children with this condition and may not provide the only appropriate approach to diagnosing and managing this problem.

Acoustic Impedance Tests↗

Clinical practice guideline: Otitis media with effusion.

The clinical practice guideline on otitis media with effusion (OME) provides evidence-based recommendations on diagnosing and managing OME in children. This is an update of the 1994 clinical practice guideline "Otitis Media With Effusion in Young Children," which was developed by the Agency for Healthcare Policy and Research (now the Agency for Healthcare Research and Quality). In contrast to the earlier guideline, which was limited to children aged 1 to 3 years with no craniofacial or neurologic abnormalities or sensory deficits, the updated guideline applies to children aged 2 months through 12 years with or without developmental disabilities or underlying conditions that predispose to OME and its sequelae. The American Academy of Pediatrics, American Academy of Family Physicians, and American Academy of Otolaryngology-Head and Neck Surgery selected a subcommittee composed of experts in the fields of primary care, otolaryngology, infectious diseases, epidemiology, hearing, speech and language, and advanced practice nursing to revise the OME guideline. The subcommittee made a strong recommendation that clinicians use pneumatic otoscopy as the primary diagnostic method and distinguish OME from acute otitis media (AOM). The subcommittee made recommendations that clinicians should (1) document the laterality, duration of effusion, and presence and severity of associated symptoms at each assessment of the child with OME; (2) distinguish the child with OME who is at risk for speech, language, or learning problems from other children with OME and more promptly evaluate hearing, speech, language, and need for intervention in children at risk; and (3) manage the child with OME who is not at risk with watchful waiting for 3 months from the date of effusion onset (if known), or from the date of diagnosis (if onset is unknown). The subcommittee also made recommendations that (4) hearing testing be conducted when OME persists for 3 months or longer, or at any time that language delay, learning problems, or a significant hearing loss is suspected in a child with OME; (5) children with persistent OME who are not at risk should be reexamined at 3- to 6-month intervals until the effusion is no longer present, significant hearing loss is identified, or structural abnormalities of the eardrum or middle ear are suspected; and (6) when a child becomes a surgical candidate, tympanostomy tube insertion is the preferred initial procedure. Adenoidectomy should not be performed unless a distinct indication exists (nasal obstruction, chronic adenoiditis); repeat surgery consists of adenoidectomy plus myringotomy, with or without tube insertion. Tonsillectomy alone or myringotomy alone should not be used to treat OME. The subcommittee made negative recommendations that (1) population-based screening programs for OME not be performed in healthy, asymptomatic children and (2) antihistamines and decongestants are ineffective for OME and should not be used for treatment; antimicrobials and corticosteroids do not have long-term efficacy and should not be used for routine management. The subcommittee gave as options that (1) tympanometry can be used to confirm the diagnosis of OME and (2) when children with OME are referred by the primary clinician for evaluation by an otolaryngologist, audiologist, or speech-language pathologist, the referring clinician should document the effusion duration and specific reason for referral (evaluation, surgery), and provide additional relevant information such as history of AOM and developmental status of the child. The subcommittee made no recommendations for (1) complementary and alternative medicine as a treatment for OME based on a lack of scientific evidence documenting efficacy and (2) allergy management as a treatment for OME based on insufficient evidence of therapeutic efficacy or a causal relationship between allergy and OME. Last, the panel compiled a list of research needs based on limitations of the evidence reviewed. The purpose of this guideline is to inform clinicians of evidence-based methods to identify methods to identify, monitor, and manage OME in children aged 2 months through 12 years. The guideline may not apply to children older than 12 years because OME is uncommon and the natural history is likely to differ from younger children who experience rapid developmental change. The target population includes children with or without developmental disabilities or underlying conditions that predispose to OME and its sequelae. The guideline is intended for use by providers of health care to children, including primary care and specialist physicians, nurses and nurse practitioners, physician assistants, audiologists, speech-language pathologists, and child development specialists. The guideline is applicable to any setting in which children with OME would be identified, monitored, or managed. This guideline is not intended as a sole source of guidance in evaluating children with OME. Rather, it is designed to assist primary care and other clinicians by providing an evidence-based framework for decision-making strategies. It is not intended to replace clinical judgment or establish a protocol for all children with this condition, and may not provide the only appropriate approach to diagnosing and managing this problem.

Acoustic Impedance Tests↗