Where our developmental-behavioral pediatrics fellows go next

Graduates of the Developmental-Behavioral Pediatrics Fellowship at Tufts Medical Center have gone on to meaningful careers in academic medicine, clinical care, advocacy, and leadership across the country. Many have stayed active in teaching and research, while others have taken on roles that shape policy and systems of care for children with developmental and behavioral needs.

Whether they choose academic centers, community-based programs, or hybrid roles, our alumni share a strong foundation in interdisciplinary care and a commitment to advancing the health and well-being of children and families.

Proud of their success + the impact they continue to make in the field

Alumni 2023
Irmina Stec, DO: Irmina is passionate about her role as educator and mentor to her community in Illinois. She is particularly interested in bringing support to families who have not previously had much access to DBP care. She is currently working with the Advocate Children’s Medical Group in Park Ridge, IL. Her research interests include work on sexuality and relationship education projects for teens with autism.

Alumni 2022
Cristina Bird Collado, MD: Assistant Professor of Pediatrics, Tufts Medicine, Boston, MA

Cristina M. Bird Collado graduated from Universidad Central del Caribe School of Medicine and completed her residency in General Pediatrics at San Juan City Hospital in San Juan, Puerto Rico in 2018.  Dr. Bird Collado has always been passionate about providing care to underserved communities. In doing so, she recognized the need to integrate healthcare into community settings. After completing her pediatric residency, Dr. Bird Collado completed a research fellowship, supporting pediatric residents on the development and implementation of their projects. Dr. Bird Collado is enthusiastic about helping children with special needs in her community receive the medical care they need to achieve their potential. Her research interests include early identification of autism and other developmental disorders, and the promotion of bilingualism in Latin communities.

Alumni 2021
Deanna Lau, DO: (2021): Developmental-Behavioral Pediatrics, Providence Medical Grp Santa Roada, CA

SDBP Abstract Presentation SDBP: Accoication of Comorbid Disorders on Timely Receipt of Autism Diagnosis

Deanna Lau completed her residency in General Pediatrics at Coney Island Hospital and State University of New York Downstate. Prior to attending medical school at Touro University, California, she served as a research coordinator for participants in studies using web-based testing to establish the relation between symptom profiles regarding attention and cognitive testing scores along with heritability estimates for working memory and response inhibition at the University of California Los Angeles Semel Institute. While there, she also helped create an online knowledge base and assessment development project on Autism Spectrum Disorders. During her Pediatrics Residency, she worked with her Program Director to successfully attain a New York State Office of Mental Health grant to implement Healthy Steps, a model of delivering primary care which seeks to address adverse childhood experiences and improve developmental outcomes within the Pediatrics Clinic. Dr. Lau is passionate about state and national advocacy for policies to help children with special needs reach their potential and providing care for medically complex children. Her research interests include addressing cultural barriers within Asian communities in seeking appropriate diagnosis and care for children with developmental delay and Autism Spectrum Disorders screening tools.

Alumni 2020
Aseel Al Jadiri, MD (2020):

Assistant Professor of Pediatrics; Institute for Child Development; HMH Hackensack University Medical Center, Hackensack, NJ

Al-Jadiry AM, Al-Jadiri A. Autism from Leo Kanner to ICD-11 and DSM-5. Arab Journal of Psychiatry. 2019: 31(2): 100-114

Al-Jadiry AM, Al-Jadiri A. Neurodevelopmental Disorders and the Role of Pharmacotherapy: Review and Update. Arab Journal of Psychiatry. 2020; 32(1): 1-16.

Al-Jadiri A, Tybor DJ, Mulé C, Sakai C. Factors Associated with Resilience in Families of Children with Autism Spectrum Disorders. J Devel Behav Pediatr. 2020; 42(1): 16-22

Alumni 2018
Kathleen Pitterle, DO (2018)

Assistant Professor of Pediatrics, Nemours/Dupont Hospital for Children, Wilmington, DE
Pitterle K, Sakai C, Mulé C. "Comparing Flourishing between children with Attention Deficit Hyperactivity Disorder and Asthma." Poster at the Society of Developmental Behavioral Pediatrics Annual Meeting. 2017; Cleveland, OH.

Amel Al Awami, MD (2018)
Developmental Behavioral Pediatrician, Johns Hopkins ARAMCO Healthcare, Saudi Arabia

Alawami AH, Perrin EC, Sakai C. Implementation of M-CHAT Screening for Autism in Primary Care in Saudi Arabia. Glob Pediatr Health. 2019 May 31;6:2333794X19852021

Alumni 2017
Bibiana Restrepo, MD (2017)
Assistant Professor of Pediatrics, MIND Institute, UC Davis, California

Diemer M, Restrepo B, Perrin E, Sheldrick R, Garfinkel D, Bevan S. "Increased costs of identifying developmental-behavioral problems in non-English speaking families." Poster at the Society of Developmental Behavioral Pediatrics Annual Meeting. 2017; Cleveland OH.
Alumni 2016:

A. Stacie Colwell, MD, PhD (2016)
Pediatric Palliative Care, Assistant Professor of Pediatrics, Dalhousie University, Halifax, Nova Scotia, Canada

Alumni 2015
Carmina Erdei, MD (Combined Fellowship in Developmental Behavioral Pediatrics and Newborn Medicine, 2015):
Lead Physician, Growth and Development Unit, Brigham and Women's Hospital, Instructor in Pediatrics, Harvard University Medical School
Fellowship Publications:

C Erdei: Infectious Behavior: Brain-Immune Connections in Autism, Schizophrenia, and Depression, Journal of Developmental & Behavioral Pediatrics: Volume 34 (5): 374, 2013 (Book Review)

C Erdei and O Dammann: The Perfect Storm: Preterm Birth, Neurodevelopmental Mechanisms, and Autism Causation. Perspectives in Biology and Medicine 57 (4): 470-481, 2014 (10.1353/pbm.2014.0036)

Alumni 2014
Christina Sakai, MD (2014)

Developmental Behavioral Pediatrician, Center for Children with Special Needs, Tufts Medical Center; Assistant Professor, Tufts University School of Medicine
 

Fellowship Publications/Presentations: 

Sakai C, Mackie TI, Shetgiri R, Franzen S, Partap A, Flores G, Leslie LK. Mental Health Beliefs and Barriers to Accessing Mental Health Services in Youth Aging Out of Foster Care. Acad Pediatr. 2014 Nov;14(6):565-573.

Sakai C, Miller K, Brussa AK, MacPherson C, Augustyn M. Challenges of autism in the inpatient setting. J Dev Behav Pediatr. 2014;35(1):82-84.

Sakai C, Tavel-Gelrud D, Choueiri R. "How Do Latino Families Perceive Autism Diagnosis and Management? Experiences of Early Intervention Providers." Poster at the Society for Developmental Behavioral Pediatrics Annual Meeting, September 22, 2014; Nashville, TN and at Pediatric Academic Societies Annual Meeting, May 3, 2014; Vancouver, BC, Canada.

Sheryl Levy, MD (2014)
Developmental Behavioral Pediatrician, Center for Children with Special Needs, Tufts Medical Center; Assistant Professor, Tufts University School of Medicine
Fellowship Publications:

Levy, S, Hill, E, McKay, K, Sheldrick RC, Perrin EC. Co-located mental health/developmental care. Clinical Pediatrics, 56 (11): 1023-1031, 2017

Alumni 2009-2011
Nicola Smith, MD (2011):
Developmental Behavioral Pediatrician, Child and Adolescent Health, Cohasset, MA
 

Fellowship Publications:  
Smith NK, Sheldrick RC, and Perrin EC. (2012). An Abbreviated Screening instrument for autism spectrum disorders. Infant Mental Health Journal. DOI: 10.1002/imhj.21356.

Catherine Davis, MD (2009): Developmental Behavioral Pediatrician, Harvard Vanguard Medical Associates, Burlington, MA
Fellowship Publications:

C  Davis, M Claudius, L Palinkas, J Wong, L Leslie: Putting Families in the Center: Family Perspectives on Decision Making and ADHD and Implications for ADHD Care. J Attention Disorders: Volume: 16 (8): 675-684, 2011.

Paige Church, MD
Director, Neonatal Follow Up Clinic, Sunnybrook Health Sciences Centre, Toronto, Canada
Fellowship Publications:

Multicenter Collaboration with many authors, including Paige Church: Video and CD-ROM as a Training Tool for Performing Neurologic Examinations of 1-Year-Old Children in a Multicenter Epidemiologic Study: J. Child Neurology: 20 (10): 829-831, 2005

Deb Shipman, MD
Developmental Behavioral Pediatrician, Reliant Health, Massachusetts
Fellowship Publications:

Shipman DL, Sheldrick RC, Perrin EC. Quality of life in adolescents with autism spectrum disorders: reliability and validity of self-reports. J Dev Behav Pediatr. 2011 Feb-Mar; 32(2):85-9.

Sheldrick, R.C., Neger, E., Shipman, D., Perrin, E.C. (2011). Quality of life of adolescents with autism spectrum disorders: Concordance among adolescents' self-reports, parents' reports and parents' proxy reports. Quality of Life Research, 21(1), 53-57. DOI: 10.1007/s11136-011-9916-5; PMID 21505880.

Meet our current developmental-behavioral pediatrics fellows

Our fellows bring diverse backgrounds, interests and experiences to the Developmental-Behavioral Pediatrics rotation at Tufts Medical Center. They contribute to a rich learning environment and play an important role in teaching and advocacy alongside our faculty.

Developmental-behavioral pediatrics rotation for pediatric + family medicine residents

The Developmental-Behavioral Pediatrics rotation at Tufts Medical Center offers interdisciplinary services that are child- and family-centered. Assessments are comprehensive, evaluating the whole child with attention to strengths, weaknesses and the child’s role within family, peer group, school and community.

The CCSN provides clinical care and advocacy for children with developmental, behavioral and emotional challenges that affect growth, learning and social functioning.

Detailed information about this experience is available on the Pediatric Residency Program and Family Medicine Residency Program webpages.

Why is developmental-behavioral pediatrics an important rotation?

One in five children has a special healthcare need, and development and behavior are relevant to all children. Yet many pediatricians feel under-trained to identify and manage these challenges. As a primary care provider, you’ll play a central role in:

• Monitoring developmental and behavioral progress
• Identifying and addressing concerns
• Connecting families with services
• Advocating for children across settings

While developmental-behavioral pediatricians are available for consultation, you’ll remain the primary source of care and coordination for most children, especially those with special needs.

Why this rotation matters

• The Pediatrics Residency Review Committee (RRC) requires all pediatric residents to complete at least one month of DBP training. At Tufts Medical Center, this is a 4-week intern year rotation.
• Family Medicine residents at Tufts Medical Center complete a 2-week elective, created in recognition of DBP’s importance in primary care.

What to expect

During your DBP rotation, you'll gain real-world experience and tools to use throughout your residency and career. The rotation includes:

• Participation in interdisciplinary patient evaluations
• Discussions with clinicians about real cases
• Self-directed learning (readings, videos, and modules)
• Quizzes (pre-test and post-test)
• Field experiences (e.g., Early Intervention, child care centers, schools)
• Written and/or creative assignments to help you apply and reflect on what you’ve learned
• Protected time during some weekdays for independent work

Our goal

By the end of the rotation, you’ll be better prepared to recognize, manage and support developmental and behavioral needs with confidence—whether in the clinic, emergency department, inpatient unit or community practice.

Educational conferences + seminars in developmental-behavioral pediatrics

Fellows in the Developmental-Behavioral Pediatrics Fellowship at Tufts Medical Center take part in a robust schedule of seminars, conferences and interprofessional discussions designed to deepen clinical knowledge, strengthen research skills, and foster leadership in neurodevelopmental care. These learning opportunities are carefully aligned with ACGME competencies and support both professional growth and career advancement.

Weekly conferences

• Developmental-Behavioral Pediatrics (DBP) Fellow Seminar Series: Core didactics covering essential topics in DBP
• Clinician meetings (CCSN): Case-based discussions and clinical updates
• Leadership Education in Neurodevelopmental and Related Disabilities (LEND): Participated in during the 2nd or 3rd year

Monthly conferences

• Neurobehavioral Conference: A joint case conference with DBP and Child Psychiatry. Each DBP fellow presents annually. Sessions support ACGME competencies, including patient care, medical knowledge, communication, professionalism and systems-based practice
• Research Seminar Series: Focuses on scholarly work, critical thinking and methodology

Quarterly academic forums

• Journal Club (Critically Appraised Topic): Fellows present and evaluate peer-reviewed research using critical appraisal methods. This supports competencies in evidence-based practice, biostatistics and communication
• Works in Progress: Fellows share and refine their scholarly projects throughout the stages of development with feedback from faculty and peers

These regular academic experiences help fellows build the knowledge, leadership and research skills needed to become experts and advocates in developmental-behavioral pediatrics.

Build meaningful research skills in developmental-behavioral pediatrics

Scholarly work is a key part of our developmental-behavioral pediatrics fellowship at Tufts Medical Center. We support each fellow in designing and completing research projects that can lead to better care for children with developmental and behavioral needs. Whether you’re interested in clinical research, advocacy, education or quality improvement, we’ll help you build the skills to pursue your goals.

You’ll get structured support and dedicated time to move your project forward. Here’s how we help you grow throughout the fellowship:

First year: Build a foundation

You’ll explore potential research topics and meet with mentors to shape your ideas. You’ll also:

• Learn core research methods through didactic sessions
• Choose a scholarly project that matches your interests
• Form a research oversight committee
• Develop your research plan and submit to the IRB if needed
• Have two months of protected research time

Second year: Make progress

This is your time to collect data, analyze findings and prepare to share your work. You’ll:

• Have four months of protected time to advance your project
• Meet regularly with your research mentors
• Present research updates to peers and faculty
• Have the chance to present at regional or national meetings

Third year: Share your impact

You’ll focus on completing your project and preparing it for publication or presentation. Fellows typically have six months of protected time for research and also:

• Prepare and submit a manuscript
• Practice presenting findings to professional and lay audiences
• Complete any follow-up or translational work based on your results

We’re here to help you ask important questions, design meaningful studies and share what you’ve learned with the wider community.

Advancing knowledge through research

The Center for Children with Special Needs (CCSN) supports a culture of curiosity, reflection and open questioning within a team-based setting. We aim to give trainees the skills they need to become the next generation of clinical scientists. We focus on promoting innovation, knowledge and evidence-based care in behavioral and developmental pediatrics. We are also dedicated to providing high-quality care for the families we serve and actively work on quality improvement projects that enhance patient experience and support the unique needs and well-being of our community. Our faculty, clinical staff and trainees are passionate about pursuing research and projects that matter to them. They regularly share their findings at professional conferences like the Society for Developmental and Behavioral Pediatrics (SDBP), Pediatric Academic Societies (PAS), National Association of School Psychologists (NASP) and International Neuropsychological Society (INS).

Recent + active projects by faculty + trainees

Presented at the 2023 Maternal Child Health Bureau Annual Meeting:

• “Validating measures and unpacking differences in service use for diverse children with autism” – Yanira Belen Espinosa, MD
• “Sexuality and relationship education for teens with autism spectrum disorder” – Irmina Stec, MD
• “Self-harm behaviors and comorbid mental disorders in children with ADHD: A nationwide study” – Yu-Hsun Amy Wang, MD

Dr. Yu-Hsun Amy Wang was recently awarded a NIH-funded TL1 appointment through the Tufts Clinical and Translational Science Institute, supporting her cross-disciplinary research training and academic development.

Quality improvement + community impact

We’re also committed to creating systems that improve care and the family experience. Our fellows and faculty have led projects like:

• CARE Parent Support Group: A weekly virtual parent group designed for families and caregivers who have recently been through an evaluation at out center and are seeking out information, mentorship and connection in supporting the needs of their neurodiverse family members
• PATH Program (Promoting Adolescent Transitions in Health Care): Supporting youth and their families in identifying their personal goals and needs as they prepare for the transition to adult healthcare and services. 

Comprehensive clinical training + hands-on fellowship experience at Tufts Medical Center

Fellows in our program gain extensive clinical experience across a variety of settings serving children with developmental and behavioral needs. You’ll rotate through interdisciplinary clinics such as the Early Childhood Clinic, LEAP Program and NICU Follow-Up, providing care for conditions like autism, ADHD, learning differences and developmental delays.

Our team-based care model allows close collaboration with specialists in psychiatry, psychology, genetics, physiatry, social work, speech and language therapy and more. This approach gives you a well-rounded view of complex cases and helps you develop tailored treatment plans for each child.

These clinical opportunities sharpen your skills in assessment, diagnosis and management while supporting family-centered care. You build expertise in diverse neurodevelopmental conditions and work with children across ages and developmental stages.

Core clinical experiences

Our core clinics provide hands-on training in key areas of developmental-behavioral pediatrics. You’ll work closely with interdisciplinary teams to assess and treat children from infancy through adolescence. These clinics offer a rich variety of cases and help you build essential skills in evaluation, diagnosis and family-centered care.

• Early Childhood Clinic (ECC): An interdisciplinary clinic co-directed by speech and language pathology and developmental-behavioral pediatrics. Fellows develop skills in history taking, developmental assessments, and communication with toddlers and preschool children and their families. Training includes standardized testing and compassionate delivery of diagnostic findings to guide treatment plans.
• Learning, Education and Attention Program (LEAP): Focused on school-age children, this clinic is co-directed by social work and developmental-behavioral pediatrics and includes rotations with neuropsychology and speech/language interns. Fellows enhance interview and assessment skills and learn to collaborate with schools, community services, and behavioral health providers.
• Fellows clinic: Provides continuity of care for patients diagnosed in ECC and LEAP clinics, allowing fellows to develop counseling, medication management, and decision-making skills. Fellows also mentor residents and other trainees in this setting.

Elective opportunities

Our elective rotations let you explore specialized areas based on your interests and career goals. These experiences deepen your knowledge and broaden your clinical skills by exposing you to subspecialties like genetics, psychiatry, rehabilitation and school-based care.

• Neonatal follow-up clinic: A multidisciplinary setting collaborating with Newborn Medicine, where fellows evaluate children who have experienced prematurity or early health challenges and learn early developmental assessment tools.
• Medical genetics: Combines clinical experience and independent study to build understanding of genetic conditions, testing, and counseling relevant to developmental-behavioral pediatrics.
• Child and adolescent psychiatry: Includes independent study, clinical rotations, and interdisciplinary conferences. Fellows gain exposure to psychiatric disorders and psychopharmacology through teaching clinics and inpatient consults.
• Pediatric physical medicine and rehabilitation: Fellows learn to manage neuromuscular disorders, cerebral palsy, and sensory impairments through clinical rotations at specialized rehabilitation facilities.
• School rotation: Offers firsthand experience working with school systems, educational law, and consultation to support children’s learning and social-emotional development.

Curriculum + structure of the developmental-behavioral pediatrics fellowship at Tufts Medical Center

Our fellowship program is thoughtfully designed to build your skills step-by-step across three years. You’ll start by mastering foundational clinical evaluation and care, then gain independence while deepening research and leadership experience and finally tailor your training to match your career goals. This clear, progressive structure supports your growth as a confident, skilled developmental-behavioral pediatrician ready for clinical and academic success.

First year

The first year focuses on building foundational skills in clinical evaluation and care for children and families with developmental and behavioral concerns. After an intensive summer training series with hands-on practice, you’ll start a well-supported journey in patient care. You work closely with faculty in the Early Childhood Clinic (ECC) and LEAP clinic for school-aged children, learning developmental histories, exams, assessments and behavioral interviews.

Using shared decision-making, you’ll partner with patients, families and community resources to create personalized interventions. You’ll also begin behavioral management strategies, pharmacological therapies when needed and other treatments like speech therapy. First-year fellows also mentor residents and trainees.

This clinical work is supported by weekly didactics aligned with board requirements and cross-departmental conferences. Fellows have two months of protected research time to begin scholarly projects and submit IRB applications. A self-guided reading month may be provided to prepare for board exams.

Second year

The second year emphasizes growing clinical independence. Fellows spend much of their time in the Fellows Clinic, providing ongoing care and evaluating new patients more independently. You rotate through specialty clinics like School Consultation and NICU Follow-Up, with options in neurology, psychiatry, genetics and rehabilitation.

Mentoring first-year fellows strengthens your knowledge while developing leadership skills. Second-year fellows have four months of dedicated research time to advance projects, meet regularly with mentors and present at meetings.

You may also participate in the 10-month LEND program focused on leadership in neurodevelopmental disabilities.

Third year

The third year offers flexible training based on career goals, including completing scholarly projects and preparing manuscripts. Fellows typically have six months of protected research time.

You continue refining clinical skills in the Fellows Clinic, providing new evaluations, follow-ups, medication management and advocacy. Additional opportunities may include program administration, quality improvement and further subspecialty rotations. This year prepares you for independent practice or academic roles with strong clinical, research and leadership skills.

Leadership Education in Neurodevelopmental Disabilities (LEND)

As part of your fellowship, you have the opportunity to participate in the Leadership Education in Neurodevelopmental Disabilities (LEND) program. This interdisciplinary program focuses on policy, systems, and leadership skills that impact the lives of children and adults with developmental disabilities. During LEND, you’ll engage in seminars, projects, family partnerships, and research that deepen your understanding of service delivery and advocacy. Participation usually occurs in the second or third year, depending on your individual learning goals.

How to apply to the developmental-behavioral pediatrics fellowship at Tufts Medical Center

Applications to the Tufts Medical Center Developmental-Behavioral Pediatrics Fellowship are accepted through the Electronic Residency Application Service (ERAS).

We participate in the National Resident Matching Program (NRMP). Please refer to their website for match dates and deadlines.

We conduct a holistic review of applications and look forward to connecting with you.