Abstract Submissions Types

PROFESSIONAL DEVELOPMENT SESSIONS

Peer Review of Professional Development Abstracts: Submitted abstracts are anonymous and independently reviewed by multiple members of the Program Committee and ad hoc reviewers.

Each abstract is reviewed and given a summary score based on the following categories:

• Significance: Relevance to the professional development of developmental-behavioral clinicians
• Approach: Quality of the content and teaching methods
• Impact: Extent the session will make a significant contribution to professional practice (research, teaching, clinical, advocacy activities)
• Quality of submission
• Appropriate consideration for diversity, equity, inclusion, and social justice

1. Topical Symposia: 75–90-minute session

Each Topical Symposium will be a 75- or 90-minute session presented by a range of informed individuals (e.g., researchers, clinicians, community stakeholders, consumers) on a topic that is relevant to practice issues, clinical care, training, or research. Topical Symposia are intended to allow the audience to compare/contrast models, understand multiple perspectives on issues, and engage with conceptual questions. Multidisciplinary and multi-institutional presentations are strongly encouraged.

Examples of topics for potential Topical Symposia include, but are not limited to:

• Professional Development/Training/Education: Sessions to enhance professional leadership, networking, wellness, or the educational experience of trainees; patient/client education is not included in this category, but may fit within Public Health/Advocacy, Practice Issues/Models of Care, or Clinical Issues & Advancements depending on the objectives of the session
• Public Health/Advocacy: Sessions that focus on promotion of public health, health policy, or enhancement of advocacy skills
• Practice Issues/Models of Care: Sessions that present innovative care models that can be adapted to other sites, address issues of billing/coding, or other practice management topics
• Clinical Issues & Advancements: Sessions that present diagnostic, assessment, and treatment innovations, focus on advancement of clinical care, and address updated or controversial clinical practice standards; presentations should provide attendees with applied clinical skills
• Research Concepts and Methods: Sessions that explore research methodology or conceptualization of research questions; original data should not be included

Topical Symposia are organized by a chair/moderator and include 3-5 presenters with a range of experiences, areas of clinical/research focus, professional practice settings, clinical approaches, attitudes/beliefs, etc. Each speaker will provide a 15- to 20-minute oral presentation, and the moderator will facilitate the question/answer session with the audience. The total number of speakers may not exceed 7, including the moderator.

Proposals should include:

• A description of the proposed session, including the need for the topic, purpose, and structure of the symposium (300 words max)
• A description of the career development stage (i.e., trainee, early-career, mid-career, late-career, or seniorcareer) and background (researchers, clinicians, administrators, scholar practitioners, etc.) of the target audience and how the proposed session will meet the professional development needs of that audience (200 words max)
• A brief description of the relevant expertise of the presenters, proposed teaching methods, and approach to prioritizing diversity, equity, and inclusion (200 words max)
• Three learning objectives (Authors are encouraged to review: Chatterjee D, Corral J. How to write well-defined learning objectives. J Educ Perioper Med. 2017;19(4):E610. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5944406/)
• Provide 2-3 relevant recent sources; (needed for CME submissions).

2. Conversation Roundtable: 90-minute session

This format is intended as a forum for discussion of overarching questions/issues, not for presentation of specific research findings. The roundtable is an engaging conversation among three or four scholars and the audience about ideas, methods, or professional- and research-related experiences. A conversation roundtable must have representation from multiple institutions, and it is highly recommended to include multiple disciplines and levels of training/practice. A central question or theme should serve as a focus for the roundtable. The broader purpose of a roundtable is to encourage networking among individuals or groups who may benefit from shared experiences or from hearing different views on a topic. These sessions should stimulate interest and discussion with the audience without extensive data presentation or use of audiovisual equipment and without necessarily reaching a conclusion. A question or series of questions should be introduced by the panel to start the session. The audience must be given 30 minutes to respond to the questions/issues raised and to introduce additional questions and comments to the panel. As the intent is to offer CME for all educational/science-based sessions offered during the Annual Meeting, specific learning objectives must be developed for the conversation. The moderator for each accepted Conversation Roundtable will need to submit three (3) multiple choice questions for the CME quiz. A Conversation Roundtable:

• MUST HAVE representation from multiple institutions.
• DOES NOT include PowerPoint slides
• MODERATOR (required): 1 moderator is permitted. The moderator organizes the roundtable and enters all information into the submission website, submits the session objectives, and multiple-choice questions necessary for CME credits. A moderator directs the discussion with and among panelists during the roundtable and makes sure that all participants have an equal opportunity to speak. Moderators are strongly encouraged to incorporate multiple disciplines, diversity, and international participation into their sessions. The moderator presents a list of significant questions to the panelists for comment and interactive discussion. These questions, which may address theoretical and/or methodological issues, should be compelling (e.g., cutting edge; related to controversies in the field).
• PANELISTS (required): The 3 or 4 panelists should be prepared to address and debate the questions/topics presented by the moderator and adhere to the timeline provided by the moderator

Proposals should include:

• A 250-word integrative statement that summarizes the nature and significance of the topic
• Three learning objectives (Moderators are encouraged to review: Chatterjee D, Corral J. How to write welldefined learning objectives. J Educ Perioper Med. 2017;19(4):E610. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5944406/)
• A 400-word description of the session, including the questions/topics to be discussed and the expertise of the panelist who will address each.
• Suggested readings or media

Possible Topics (not an inclusive list):

• Clinical strategies and updates
  • Parenting/behavioral support
  • Assessment, diagnosis, interventions, and therapies
  • New guidelines
  • Psychopharmacology updates
• Ethical and legal topics
• Provision of culturally inclusive healthcare
• Research involving marginalized communities
• Supporting trainees and early-career professionals
• Training and competence for forensic/legal work
• Sexuality and neurodiversity
• DBP research and media
• Culture, globalization, and child development
• Diverse approaches for measuring family engagement in DBP research
• Nurturing child development and health in refugee and migrant children
• Presentation of ASD in specific populations

3. Clinical Case Conference: 90-minute session

Clinical Case Conference is an opportunity to share educational case reports that provide valuable clinical pearls to aid clinicians in their everyday practice. The topics covered should have substantial scientific and clinical basis. A Clinical Case Conference should present up to 4 specific cases and include a walk-through of the clinical presentation, assessment, diagnosis, clinical conceptualization, and/or relevant treatment issues and outcomes. All cases must be fully de-identified to protect the privacy of the patient. It is recommended that this session include up to 4 presenters to present the clinical case materials and include an expert discussant to engage audience discussion. Conferences should include an audience response system or other interactive methods to engage attendees.

Submitted cases should meet at least one of the following criteria:

• Originality: the case should describe a rare but relevant condition or an unusual presentation of a relatively common condition that would be of interest to practicing DBP clinicians.
• Educational value: the case should have a clear teaching message relevant to practicing DBP clinicians.

Clinical Case Submission Format:

• The submission must present a clear and concise summary of the case in the following format:
  • Objective: Overall objective/theme of the selected cases (should be related to the Originality or Educational Value discussed above)
  • Case Presentations: Brief background on each of the identified cases and description of the manner of presentation
  • Discussion: Points/questions to be addressed by the discussant. Should include concrete take-away points for attendees
  • Two learning objectives
• Identifying information: At no point in the abstract should patient identifiers or words occur identifying either the city or institution associated with the abstract. This facilitates anonymity of the review process. If such material is contained in the submission, it will be withdrawn from consideration.