Developmental-Behavioral Pediatrics Fellowship
The subspecialty fellowship training program in Developmental-Behavioral Pediatrics is a three-year program offered by the Division of Developmental and Behavioral Pediatrics at CHOP. The program seeks to train pediatricians interested in pursuing an academic career in developmental-behavioral pediatrics. Goals of the program include:
- Developing a core knowledge of the broad array of clinical diagnoses seen in developmental behavioral pediatrics, as well as the principles and scientific bases of etiology, intervention and research
- Developing clinical competency in the assessment, diagnosis, anticipatory guidance, different modalities of treatment and continuity of care of children with developmental-behavioral issues
- Building advocacy skills, teaching experience, leadership skills and research accomplishment in the area of developmental-behavioral pediatrics
- Provide direct instruction and/or literature resources covering the core knowledge base of developmental-behavioral pediatrics as specified in the content specifications for the Developmental-Behavioral Pediatrics subspecialty board examination.
- Provide supervised clinical experiences in developmental-behavioral pediatrics in a broad range of ages and diagnostic categories in order to gain competence in assessing normal developmental and behavioral variations and in diagnosing and treating patients with developmental and behavioral disorders.
- Provide instruction in the administration and interpretation of a variety of developmental and behavioral assessment tools for a range of ages and disabilities.
- Teach the fellow to give families information regarding anticipatory guidance specific to the child's diagnoses, behavioral management techniques, educational interventions, recommended therapeutic modalities and psychopharmacotherapy.
- Provide interdisciplinary collaborative experiences with the other disciplines involved in providing services for children with special needs, including general pediatrics, psychology, neurology, genetics, psychiatry, physiatry, nursing, social work, speech and language pathology, occupational therapy and physical therapy in order to gain an understanding of the role of other providers and to foster team approaches to the provision of services to children with special needs.
- Provide opportunities for the fellow to acquire adequate knowledge of healthcare systems, community resources, support services and the educational systems, legislative processes, healthcare policy, child advocacy organizations and the legal and judicial systems for children and families.
- Provide instruction in research design and statistics in order to facilitate the fellow's own research and to provide skills to critically review the research literature.
- Provide a meaningful supervised research experience in an area of study related to developmental-behavioral pediatrics, including experience in presenting research and writing research-related grants and manuscripts.
- Provide opportunities throughout the fellowship to prepare educational material for presentation to community groups, pediatric residents, primary care physicians and colleagues as well as teach pediatric residents in clinical settings.
Curriculum and sample rotations
The first year of the fellowship is 80 percent clinical. The second year is at least 50 percent research, 10 percent advocacy and 10-40 percent clinical. The third year is expected to be 80 percent research and 20 percent clinical. Approximately 10 percent of the first and second year is didactic instructional time.
Clinical experiences for the fellow include:
- Regional Autism Center
- Behavioral Pediatrics Clinic
- Outpatient Child Development Program
- Center for Attention and Learning Problems
- Cerebral Palsy Program
- Child and Adolescent Psychiatry
- Child Neurology
- In-Patient Consult Service
- Center for Dysphagia and Feeding Management
- Fellows Developmental-Behavioral Pediatrics Clinic
- Neonatal ICU Follow-up Clinic
- Genetics and Metabolism
- Pediatric Behavioral Psychology Outpatient Counseling Service
- In-Patient Developmental Disabilities and Neurorehabilitation Service
- Developmental-Behavioral Consultation at the Primary Care Centers
- Trisomy 21 Program
Elective clinical experiences can include:
- CARE Clinic (child neglect and abuse)
- Pediatric Pain Management Service
- Physical Medicine and Rehabilitation
- Spina Bifida Clinic
- Biobehavioral Inpatient Unit for Severe Behavioral Disorders
- Neurorehabilitative Health
- Sleep Disorders Clinic
- Neuropsychology and psychoeducational assessment
The fellow participates in activities of the Leadership Education in Neurodevelopmental Disabilities program (LEND), an interdisciplinary training program funded by the Maternal and Child Health Bureau (MCHB).
Topics covered in the LEND Core Curriculum include:
- Overview of Neurodevelopmental Disabilities
- Interdisciplinary Team Function and Dynamics
- Research methods
- Coordination of services in an interdisciplinary environment
- Organization of health services for persons with developmental disabilities
- Public policy for people with developmental disabilities
- Learning to teach
The fellow also participates in activities of the Behavioral Pediatrics training program, also funded by the MCHB, which focuses on morbidity arising from biopsychosocial stressors. The clinical, educational and advocacy experiences in this component of the fellowship promotes mastery of:
- Normal behavioral/emotional development and the various intrinsic and environmental factors affecting this development
- Assessment of the full range of behavioral concerns ranging from normal variations to problems to disorders
- Use of diagnostic behavioral instruments, including interviewing technique
- Behavioral and cognitive behavioral management techniques for a variety of problems at different levels of development and emotional maturity
Community/advocacy experiences include:
- Visits to community schools and therapeutic programs
- Health services planning at city and state levels in conjunction with local, regional or statewide Title V agencies
- Transition to Adulthood Program and the Medical Home Initiative
- Homeless Health Initiative
- Presentations to community groups and community pediatricians
Research expectations and opportunities
During the first year, the fellow participates in a course on research design offered through the LEND Program. One month of the first year is devoted to research. During this month the fellow meets with potential research mentors to discuss possible areas of research, chooses a mentor and the area of the research project and begins meeting with the research team.
A literature review is started in the area chosen and the fellow begins reading the necessary background material. It is expected that by the end of the first year the fellow will have selected a specific research mentor and area of research.
Research seminars are held monthly. The faculty is invited to use this forum to discuss their ongoing research and the fellow provides a progress report on the development of his or her research.
At least five, and no more than 11 months of the second year provide 80 percent protected time for research. In the development of the project and its execution, the fellow works closely with the research mentor and research collaborators. It is expected that by the end of the second year the fellow will have obtained all necessary training, Institutional Review Board (IRB) approval and funding for his or her research and will be ready to implement the research project.
The third year provides 80 percent protected time for research activities. It is expected that during the third year, under the guidance of the faculty research mentor, the fellow will complete subject recruitment, data collection and entry, data analysis and prepare a written summary of the research. The fellow is strongly encouraged to present research at local and national meetings as a poster presentation and submit research findings to a peer-reviewed journal.
- Developmental-Behavioral Pediatrics fellows seminars
- Joint Child Psychiatry-Developmental Pediatrics seminars
- Neuroscience seminars
- Collaborative Office Rounds (COR)
Fellowship training faculty
Faculty include developmental-behavioral pediatricians and physiatrists in the Division of Developmental and Behavioral Pediatrics, pediatricians in the Divisions of General Pediatrics, Genetics and Gastroenterology and Nutrition, psychologists in Pediatric Psychology and social workers involved in community/advocacy programs. Adjunctive faculty in the Departments of Neurology, Psychiatry, Occupational Therapy, Physical Therapy, Speech and Language Pathology, Audiology and Social Work also contribute to fellowship education.
Nathan Blum, MD
Division Chief, Division of Child Development, Rehabilitation Medicine and Metabolic Disease
Section Chief, Behavioral Pediatrics
Director, Leadership Education in Neurodevelopmental and Related Disabilities Program
Fellowship program coordinator
Developmental and Behavioral Pediatrics
How to apply
You may apply by downloading a PDF version of the application (PDF). Print the application, complete the appropriate fields and mail the application to the address listed at the end of the application form.
Tobacco-free hiring policy
To help preserve and improve the health of our patients, their families and our employees, The Children’s Hospital of Philadelphia has a tobacco-free hiring policy. This policy applies to all candidates for employment (other than those with regularly scheduled hours in New Jersey) for all positions, including those covered by the Collective Bargaining Agreement.
Job applicants who apply after July 1, 2014 will be expected to sign an attestation stating they’ve been free of nicotine or tobacco products in any form for the prior thirty (30) days. They will also undergo a cotinine test as a part of the Occupational Health pre-placement drug screen administered after the offer of employment has been accepted but before the first day of hire.
Exemptions: Attending physicians (excluding CHOP physicians in the Care Network), psychologists, principal investigators and/or Penn-based faculty are exempt from this process to better align with our colleagues at the University of Pennsylvania Perelman School of Medicine.