Institution
American Academy of Pediatrics
Nonprofit•Chicago, Illinois, United States•
About: American Academy of Pediatrics is a nonprofit organization based out in Chicago, Illinois, United States. It is known for research contribution in the topics: Health care & Poison control. The organization has 701 authors who have published 940 publications receiving 47165 citations. The organization is also known as: AAP.
Topics: Health care, Poison control, Population, Public health, Mental health
Papers published on a yearly basis
Papers
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Stanford University1, Baylor College of Medicine2, University of Pittsburgh3, University of California, Los Angeles4, Sapienza University of Rome5, Loyola University Chicago6, University of Texas at Austin7, University of Texas Southwestern Medical Center8, Boston Children's Hospital9, University of Chicago10, Johns Hopkins University School of Medicine11, Georgetown University12, University of Toronto13, Gannon University14, American Academy of Pediatrics15, University of Louisville16, University of Washington17, Eastern Virginia Medical School18
TL;DR: A scientifically rigorous update to the National Sleep Foundation's sleep duration recommendations, determined expert recommendations for sufficient sleep durations across the lifespan using the RAND/UCLA Appropriateness Method.
2,568 citations
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Seattle Children's1, Case Western Reserve University2, University of Maryland, Baltimore3, University of Missouri–Kansas City4, Indiana University5, University of Colorado Denver6, Boston Children's Hospital7, University of British Columbia8, Thomas Jefferson University9, American Academy of Pediatrics10, Alfred I. duPont Hospital for Children11, Morehouse College12, Harvard University13, University of Texas Health Science Center at Houston14, University of Pittsburgh15, Columbia University Medical Center16, Cincinnati Children's Hospital Medical Center17
TL;DR: These pediatric hypertension guidelines are an update to the 2004 report and include revised recommendations on when to perform echocardiography in the evaluation of newly diagnosed hypertensive pediatric patients (generally only before medication initiation), along with a revised definition of left ventricular hypertrophy.
Abstract: These pediatric hypertension guidelines are an update to the 2004 “Fourth Report on the Diagnosis, Evaluation, and Treatment of High Blood Pressure in Children and Adolescents.” Significant changes in these guidelines include (1) the replacement of the term “prehypertension” with the term “elevated blood pressure,” (2) new normative pediatric blood pressure (BP) tables based on normal-weight children, (3) a simplified screening table for identifying BPs needing further evaluation, (4) a simplified BP classification in adolescents ≥13 years of age that aligns with the forthcoming American Heart Association and American College of Cardiology adult BP guidelines, (5) a more limited recommendation to perform screening BP measurements only at preventive care visits, (6) streamlined recommendations on the initial evaluation and management of abnormal BPs, (7) an expanded role for ambulatory BP monitoring in the diagnosis and management of pediatric hypertension, and (8) revised recommendations on when to perform echocardiography in the evaluation of newly diagnosed hypertensive pediatric patients (generally only before medication initiation), along with a revised definition of left ventricular hypertrophy. These guidelines include 30 Key Action Statements and 27 additional recommendations derived from a comprehensive review of almost 15 000 published articles between January 2004 and July 2016. Each Key Action Statement includes level of evidence, benefit-harm relationship, and strength of recommendation. This clinical practice guideline, endorsed by the American Heart Association, is intended to foster a patient- and family-centered approach to care, reduce unnecessary and costly medical interventions, improve patient diagnoses and outcomes, support implementation, and provide direction for future research.
2,082 citations
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TL;DR: This report addresses background information, including definition, history, epidemiology, diagnostic criteria, early signs, neuropathologic aspects, and etiologic possibilities in autism spectrum disorders, and provides an algorithm to help the pediatrician develop a strategy for early identification of children with autism Spectrum disorders.
Abstract: Autism spectrum disorders are not rare; many primary care pediatricians care for several children with autism spectrum disorders. Pediatricians play an important role in early recognition of autism spectrum disorders, because they usually are the first point of contact for parents. Parents are now much more aware of the early signs of autism spectrum disorders because of frequent coverage in the media; if their child demonstrates any of the published signs, they will most likely raise their concerns to their child's pediatrician. It is important that pediatricians be able to recognize the signs and symptoms of autism spectrum disorders and have a strategy for assessing them systematically. Pediatricians also must be aware of local resources that can assist in making a definitive diagnosis of, and in managing, autism spectrum disorders. The pediatrician must be familiar with developmental, educational, and community resources as well as medical subspecialty clinics. This clinical report is 1 of 2 documents that replace the original American Academy of Pediatrics policy statement and technical report published in 2001. This report addresses background information, including definition, history, epidemiology, diagnostic criteria, early signs, neuropathologic aspects, and etiologic possibilities in autism spectrum disorders. In addition, this report provides an algorithm to help the pediatrician develop a strategy for early identification of children with autism spectrum disorders. The accompanying clinical report addresses the management of children with autism spectrum disorders and follows this report on page 1162 [available at www.pediatrics.org/cgi/content/full/120/5/1162]. Both clinical reports are complemented by the toolkit titled "Autism: Caring for Children With Autism Spectrum Disorders: A Resource Toolkit for Clinicians," which contains screening and surveillance tools, practical forms, tables, and parent handouts to assist the pediatrician in the identification, evaluation, and management of autism spectrum disorders in children.
1,731 citations
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University of Oklahoma1, University of Vermont2, University of Missouri–Kansas City3, Children's Mercy Hospital4, Harvard University5, Boston Children's Hospital6, University of North Carolina at Chapel Hill7, Ohio University8, American Academy of Pediatrics9, Cincinnati Children's Hospital Medical Center10, University of Cincinnati11, American Academy of Family Physicians12, Centers for Disease Control and Prevention13, Vanderbilt University14, Northwestern University15, American Academy of Child and Adolescent Psychiatry16
TL;DR: Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children.
Abstract: Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children; the American Academy of Pediatrics first published clinical recommendations for the diagnosis and evaluation of ADHD in children in 2000; recommendations for treatment followed in 2001.
1,657 citations
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TL;DR: The Joint Committee on Infant Hearing (JCIH) endorses early detection of and intervention for infants with hearing loss and EHDI systems should guarantee seamless transitions for infants and their families through this process.
Abstract: THE POSITION STATEMENT The Joint Committee on Infant Hearing (JCIH) endorses early detection of and intervention for infants with hearing loss. The goal of early hearing detection and intervention (EHDI) is to maximize linguistic competence and literacy development for children who are deaf or hard of hearing. Without appropriate opportunities to learn language, these children will fall behind their hearing peers in communication, cognition, reading, and social-emotional development. Such delays may result in lower educational and employment levels in adulthood.1 To maximize the outcome for infants who are deaf or hard of hearing, the hearing of all infants should be screened at no later than 1 month of age. Those who do not pass screening should have a comprehensive audiological evaluation at no later than 3 months of age. Infants with confirmed hearing loss should receive appropriate intervention at no later than 6 months of age from health care and education professionals with expertise in hearing loss and deafness in infants and young children. Regardless of previous hearing-screening outcomes, all infants with or without risk factors should receive ongoing surveillance of communicative development beginning at 2 months of age during well-child visits in the medical home.2 EHDI systems should guarantee seamless transitions for infants and their families through this process.
1,622 citations
Authors
Showing all 705 results
Name | H-index | Papers | Citations |
---|---|---|---|
Peter K. Smith | 107 | 855 | 49174 |
Steven D. Colan | 103 | 546 | 61134 |
Vinay M. Nadkarni | 101 | 646 | 41307 |
Caroline B. Hall | 96 | 274 | 29242 |
Kevin B. Weiss | 70 | 270 | 20773 |
Reinhold Vieth | 69 | 206 | 19601 |
James M. Perrin | 67 | 292 | 20075 |
Peggy Auinger | 66 | 150 | 16660 |
Kimberly Hoagwood | 66 | 244 | 18427 |
Michael Weitzman | 64 | 203 | 15574 |
Stuart B. Bauer | 64 | 278 | 15552 |
Cuilin Zhang | 62 | 271 | 14401 |
Jay L. Grosfeld | 62 | 356 | 13161 |
Michelle M. Mello | 62 | 273 | 12236 |
Arnold G. Coran | 59 | 423 | 12798 |