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NJOTA - Current Trends in Pediatric Feeding
1. Current Trends in Pediatric Feeding
â
Evaluation, Treatment and Outcomes
Nichole M. Turmelle, OTR
Karen E. Sclafani, MOT, OTR
NJOTA Conference
October 23, 2010
2. Learning Outcomes/Objectives
Participants will:
1. Summarize current literature related to the diagnosis
and treatment of feeding difficulties
2. Identify the domain areas and methods used by
occupational therapists working as part of multi-
disciplinary team, to assess feeding/eating skills
3. Compare available treatment options that
occupational therapists can utilize to treat
feeding/eating difficulties in children
4. Identify possible methods to document outcomes
related to the treatment of eating and feeding
difficulties in pediatrics
4. Literature Review:
Multi-disciplinary Team Evaluations
īŽ Multi-disciplinary evaluations are
supported in documentation from a
variety of disciplines
īŽ Key disciplines identified include
occupational therapy, speech
therapy, psychology, nutrition and
physician
īŽ Other disciplines also identified
include social work, nursing and
radiology
īŽ Chart review, interview, mealtime
observation, clinical observations,
and referrals are indicated as key
parts of the evaluation
īŽ Citations: 4, 17, 21, 36, 37
5. Literature Review:
Treatment Techniques
īŽ Discusses the use of behavioral approaches to
feeding including reinforcement, non-removal
techniques and escape prevention
īŽ Looks at cognitive behavioral approaches/education
regarding the sensory aspects of food
īŽ Discusses sensory-motor preparatory activities for
the mouth and body to improve feeding
īŽ Highlights the components of parent education
īŽ Looks at the use of medication, along with more
traditional therapy approaches to increase appetite,
improve gastric emptying and decrease anxiety
surrounding feeding
īŽ Citations: 6, 7, 8, 12, 14, 15, 16, 24, 25, 26, 29, 30, 31, 33, 35, 38
6. Literature Review:
Diagnosis of Feeding Difficulties
īŽ DSM-IV-TR Diagnosis â Feeding and Eating Disorders in
Childhood
īŽ ICD 9 Diagnosis â Feeding Difficulties and
Mismanagement
īŽ Criteria for both include:
īŽ Persistent
īŽ Failure to eat adequately, associated with weight loss
īŽ Significant failure to gain weight
īŽ Need a better system of classification
īŽ Suggested by a number of authors to better represent feeding
īŽ Current classifications do not account for feeding difficulties
associated with:
īŽ State regulation
īŽ
Feeding disorder of reciprocity
īŽ Sensory food aversions
īŽ
Post-traumatic feeding disorder īŽ Citations: 3, 13, 15, 22, 27, 39
7. Literature Review:
What Was Not Documented
īŽ Consistent outcome measures
īŽ Medical
īŽ Behavioral
īŽ OT treatment options
īŽ Limited documentation of OTâs role during feeding therapy
īŽ Limited discussion of sensory preparation for feeding
īŽ Identified that sensory processing issues were present, but
did not measure or speak to how they were addressed
īŽ Lack of protocols for treatment by OT
īŽ Oral motor
īŽ Sensory
īŽ Citations: 6, 12, 15, 16, 18, 24, 26, 29, 30, 31, 33, 35, 38
10. Evaluation of Feeding Difficulties
īŽ Feeding impairments are complex, often impacting
the health, development and nutritional status of
pediatric clients
īŽ Prevalence rates of feeding impairments span a wide
range
īŽ Impact up to 25% of
infants/children at some
point during development
īŽ Impact 33% or more
(up to 80%) of children
with developmental
disabilities
īŽ
Citations: 6, 21
11. Evaluation of Feeding Difficulties:
Multi-Disciplinary Team Members
īŽ Physician
īŽ Speech/Language Pathologist
īŽ Occupational Therapist
īŽ Psychologist
īŽ Registered Dietitian
īŽ May also include:
īŽ Social Worker
īŽ Radiologist
īŽ Nurse
īŽ Dentist
12. Evaluation of Feeding Difficulties:
Team Assessment
īŽ Assessment process should include the
following components:
īŽ Medical assessment
īŽ Consideration of the childâs feeding history
īŽ Assessment of motor, sensory, cognitive and
psychosocial skills impacting feeding
īŽ Direct observation of feeding, including child and
caregiver interactions
īŽ Video-swallow fluoroscopy (as necessary/available)
13. Evaluation of Feeding Difficulties:
Team Assessment
īŽ Multi-disciplinary versus Trans-disciplinary
īŽ Team members must be competent in their own
discipline-specific topics
īŽ Must also have knowledge of other discipline
domains to elicit responses if necessary
14. Evaluation of Feeding Difficulties:
Aspects of OTâs Domain
Areas of Occupation
īŽ Activities of Daily Living
īŽ Eating â The ability to keep and manipulate food or fluid in the
mouth and swallow it
īŽ
Eating and swallowing are often used interchangeably
īŽ Feeding â The process of setting up, arranging, and bringing the
food (or fluid) from the plate or cup to the mouth
īŽ
Feeding is sometimes referred to as self-feeding
īŽ Social Participation
īŽ Community â Engaging in activities that result in successful
interaction at the community level
īŽ Family â Engaging in activities that result in successful interaction
in specific required/desired familial roles
īŽ Peer/friend â Engaging in activities at different levels of intimacy
īŽ
Citation: 2
15. OTâs Role in Team Evaluation:
Parent/Client Goals and Concerns
īŽ Identify family concerns for the evaluation
īŽ Values/beliefs/spirituality
īŽ Context and Environment â Cultural,
Temporal, Physical, and Social
īŽ Self-feeding
īŽ Acceptance of a bottle
īŽ Acceptance of different food types (baby food
versus table food)
īŽ Performance Patterns
īŽ Consider Habits, Routines, Rituals and Roles
16. OTâs Role in Team Evaluation:
Medical and Social History
īŽ History of hospitalizations, surgeries,
illnesses
īŽ History of social and psychosocial events
related to feeding
īŽ Identify medications and consider their role in
appetite
īŽ Look for signs/symptoms of GI distress, food
allergies
īŽ Current and previous therapy services
17. OTâs Role in Team Evaluation:
Assessment Tools
īŽ Standardized Assessment
īŽ Sensory Profile
īŽ Peabody Developmental Motor Scales â 2nd
Edition
īŽ Parent Questionnaires
īŽ Mealtime Behavior Questionnaire
īŽ Feeding Strategies Questionnaire
īŽ 3-day Food Diary
18. OTâs Role in Team Evaluation:
Observation of Movement
īŽ Ability to move in the environment
īŽ Functional skills, transitions, ambulation
īŽ Quality of movement during play
īŽ Use of hands in play
īŽ Body Functions â Neuromuscular
īŽ ROM, strength, endurance, postural alignment
īŽ Body Structure â Structures related to
movement
īŽ Performance Skills â Motor and praxis skills
19. OTâs Role in Team Evaluation:
Observation of Social Skills
īŽ Interaction with parents
īŽ Ability to interact with team members
īŽ Play skills, both spontaneous and when
directed by others
īŽ Body Functions â Mental Functions
īŽ Global mental functions
īŽ Performance Skills â Emotional Regulation
Skills, Cognitive Skills, Communication and
Social Skills
īŽ Imitation
īŽ Communication
20. OTâs Role in Team Evaluation:
Observation of Feeding Skills
īŽ Food Choices
īŽ Identification of patterns
īŽ
Texture
īŽ
Temperature
īŽ
Color
īŽ
Flavor
īŽ
Food groups
īŽ Identification of what is lacking
īŽ
Food groups
īŽ
Food textures
īŽ
Sensory input
21. OTâs Role in Team Evaluation:
Observation of Feeding Skills
īŽ Motor
īŽ Postural control, positioning
īŽ Finger feeding
īŽ Utensil use
īŽ Body Systems â respiration
īŽ Oral Motor
īŽ Biting/Chewing â placement of the food
īŽ Lip closure â on spoon, cup, straw
īŽ Lateralizing â movement of food in the mouth
īŽ Timing â duration of chewing, timeliness of
swallow
22. OTâs Role in Team Evaluation:
Observation of Feeding Skills
īŽ Sensory
īŽ Level of arousal during feeding
īŽ Willingness to explore foods with hands and
mouth
īŽ Response to presentation of foods
īŽ Ability or inability to manipulate food in mouth
23. OTâs Role in Team Evaluation:
Observation of Feeding Skills
īŽ Cognitive/Behavioral/Social
īŽ Ability to understand/follow directions
īŽ Ability to communicate needs
īŽ Response to structure
īŽ Attempts to influence environment with behaviors
īŽ Ability to be redirected
27. OTâs Role in Team Evaluation:
Development of Recommendations
īŽ Individual occupational therapy
īŽ Group occupational therapy
īŽ Referral to other disciplines/specialties
īŽ Strategies to implement at home
29. Treatment Considerations
īŽ Treatment techniques rarely happen in
isolation
īŽ Need to consider the occupational profile of
the child
īŽ Not one solution for each child
30. Treatment Considerations
īŽ Activity Demands (Activity Analysis)
īŽ Tools â utensils, cups, plates, equipment
īŽ
What tools are used by the child/family; why
īŽ Space â environment of feeding, high chair
īŽ
Distractions used or not used
īŽ Social â what are the expected social interactions
during mealtime, cultural influences
īŽ Sequence/Timing â self-feeding skill, oral motor
skills (holding food)
īŽ Performance skills â cognitive, sensory, motor
demands
īŽ Required body structures/functions
33. Sensory Desensitization:
Body Functions
īŽ Tactile System
īŽ Wilbarger Deep Pressure Protocol
īŽ Dry textures (rice, beans, pasta)
īŽ Wet/sticky textures (Play-doh, Funny Foam)
īŽ Vibratory input to hands
īŽ Oral System
īŽ Massage to outside of mouth (towel rubs, deep
pressure)
īŽ Vibratory input to inside and outside of mouth (z-vibe)
īŽ Nuk brush
īŽ Blowing/sucking activities (bubbles, whistles; drinking
thick liquids through a straw)
34. Hierarchical
Desensitization to Food
īŽ Slowly and systematically introducing new
and non-preferred foods to the child
īŽ Exposing the child to a graduated hierarchy
of anxiety-producing stimuli to help him/her
overcome his/her fear of food/eating
īŽ Begin with the least-threatening technique
and work up to more challenging strategies
as comfort level increases
35. Hierarchical Desensitization to Food
Taste
Foods
Touch Foods
Tolerate Sights/Smells of Foods
No Physical Interaction with Actual Foods
Eat Foods
36. Hierarchical Desensitization to
Food
īŽ No Physical Interaction with Actual Foods
īŽ Looking at pictures of the food (books, videos)
īŽ Singing songs about food, meal preparation, eating
īŽ Playing with pretend kitchen, toy food
īŽ Setting the table
37. Hierarchical Desensitization to
Food
īŽ Tolerate Sights/Smells of Foods
īŽ Shopping for food in the grocery store
īŽ Talking about food characteristics
īŽ Tolerating foods in the room (away from the child,
on another personâs plate)
īŽ Tolerating foods within close proximity (on table, on
plate)
īŽ Serving self/others with utensils
īŽ Watching meal preparation or watching others eat
the food
38. Hierarchical Desensitization to
Food
īŽ Touch Foods
īŽ Simple meal preparation
īŽ Touching food with utensil ī one finger ī two fingers
ī whole hand
īŽ Picking food up
īŽ Placing food on hands, arms, shoulders, head, ears,
cheeks, nose
īŽ Touching food to lips
39. Hierarchical Desensitization to
Food
īŽ Taste Foods
īŽ Licking lips after food has been placed on them
īŽ Touching food to teeth
īŽ Licking food with tip of tongue, full tongue
īŽ Gnawing on food
īŽ Biting and spitting out
īŽ Biting, chewing, and spitting out
īŽ Swallowing food (small ī large amounts)
40. Food Chaining
īŽ Part of a sensory/behavioral approach to
feeding
īŽ Reduces risk for refusal as it is based on the
childâs preferences
īŽ Emphasizes the relationship between
characteristics of foods/liquids, such as taste,
shape, texture, or temperature
īŽ Parents need to be provided with specific
food chains and instructions on how they
introduce and modify foods
41. Food Chaining
īŽ Discusses four levels of treatment:
īŽ Level 1 â Optimize nutritional status, scheduled
meals/snacks, analyze patterns and preferred
foods
īŽ
Try to expand number of preferred foods in current
taste/texture/temperature range
īŽ Level 2 â Introduce new flavors within the childâs
currently preferred texture
īŽ Level 3 â Slightly alter texture of food while
remaining in taste preference
īŽ Level 4 â Modify taste and texture of foods
42. Food Chaining
īŽ Uses a rating scale
īŽ Evaluate the success of the modification attempt
īŽ Monitor progress in the program
īŽ Assess changes in taste/texture preferences
īŽ Ratings also help determine which new chains
may be most successful
43. Food Chaining: Rating Scale
īŽ 1 Gagging and/or vomiting upon touching,
smelling or seeing the foods
īŽ 1+ Gagging upon tasting the food
īŽ 2 Chews the food or manipulates it briefly in
the mouth
īŽ 3 Chews the food, but strongly aversive to
the taste, grimace, refusal to try more
īŽ 4 Chews and swallows food, tolerated it, but
not enjoyable at this time
īŽ 5 Chews and swallows the food, it was âso-
soâ
44. Food Chaining: Rating Scale
īŽ 6 Chews and swallows several bites of the
food item, no major grimace or reaction
īŽ 7 Chews and swallows the food without
problems
īŽ 8 Chews and swallows food, takes a small
serving easily, pleasant look on the face
īŽ 9 Chews and swallows the food, asks for or
reaches for more, appears to like the food
very much
īŽ 10 Chews and swallows the food, takes a
serving or more easily, a strong favorite
45. Food Chaining
īŽ Eats Goldfish â Target is Grilled Cheese
īŽ Goldfish
īŽ Cheez-its
īŽ White Cheez-its
īŽ White crackers
īŽ White crackers with cheese
īŽ Plain cheese
īŽ Cheese on bread
īŽ Cheese on toast
46. Food Chaining
īŽ Chicken Nuggets/French Fries â Target is
Other Meat
īŽ Cut preferred chicken nugget into strips
īŽ New brands of chicken nuggets cut into strips
īŽ Breaded chicken strips from home
īŽ Breaded pork strips
īŽ Naked chicken/pork
īŽ White meat turkey strips
īŽ Dark meat turkey strips
īŽ Beef strips
47. Food Pairing
īŽ Some presenters may call it âFlavor Maskingâ
īŽ Using preferred food to help decrease anxiety
and increase acceptance of new food
īŽ Use a safe flavor/texture to help introduce a
new food
īŽ Gradually separate the preferred and non-
preferred foods at presentation
īŽ Change the ratio of preferred to non-preferred
food
48. Food Pairing
īŽ Child accepts cheese:
īŽ Dip cheese in cracker âcrumbsâ
īŽ Offer reverse cheese/cracker sandwich
īŽ Increase size of cracker and reduce amount of
cheese offered
īŽ Place cracker in mouth first, then offer cheese to
help with chewing
īŽ Offer cracker for chewing, then offer cheese to
help with swallowing
īŽ Offer cracker for chewing/swallowing, then offer
cheese as a reward
49. Food Pairing
īŽ Child accepts pasta without sauce:
īŽ Dip plain pasta in preferred âjuiceâ and encourage
to eat
īŽ Dip plain pasta in âsauceâ and encourage to eat, or
wipe off then eat
īŽ Place âdotâ of sauce on pasta and allow child to
eat
īŽ Increase the amount of âdotsâ
īŽ Have pasta âfallâ into the sauce
īŽ Offer lightly-covered pasta
51. Behavioral Treatments:
Positive Reinforcement
īŽ When desired behaviors are rewarded in
order to encourage them to persist
īŽ The addition of a consequence immediately
following a behavior, which increases the
likelihood that the behavior will be repeated
īŽ Example of Positive Reinforcement: Jane
takes a bite of her sandwich and is rewarded
with verbal praise or a sticker
īŽ It is important to positively reinforce all
appropriate behaviors related to feeding and
eating
52. Behavioral Treatments:
Positive Reinforcement
īŽ Types of Positive Reinforcement
īŽ Verbal praise, cheering
īŽ Clapping hands, high fives, hugs
īŽ Toys
īŽ Stickers
īŽ Preferred food (pairing)
īŽ Therapist/parents should adjust the frequency
that the behavior is reinforced (1:1 ratio, 5:1
ratio)
īŽ Must remember that giving attention to the
child when he/she refuses to eat is positively
reinforcing that behavior
54. Behavioral Treatments:
Negative Reinforcement
īŽ The removal of an aversive stimulus
immediately following a behavior, which
increases the likelihood that the behavior will
be repeated
īŽ Example of Negative Reinforcement: Sam
takes a bite of his chicken and then the
chicken is removed from his plate
īŽ Do not confuse this concept with punishment
55. Behavioral Treatments:
Negative Reinforcement
īŽ Types of Negative Reinforcement
īŽ Removing the food from the table after the child
complies with request
īŽ Allowing the child to get up from the table after
consuming a bite
56. Behavioral Treatments:
Punishment
īŽ Punishment is removing
an object/situation that
the child likes or setting
up a situation that the
child does not like
īŽ Results in a decreased
frequency of the
inappropriate behavior
īŽ Example of punishment:
âIf you continue to spit
your peas, you cannot
have ice creamâ
57. Behavioral Treatments:
Punishment versus
Reinforcement
īŽ Punishment Procedure:
īŽ Behavior occurs ī consequence follows
(something is either added or taken away) ī
behavior decreases
īŽ Reinforcement Procedure:
īŽ Behavior occurs ī consequence follows
(something is either added or taken away) ī
behavior increases
īŽ Reinforcement results in lasting behavioral
modification, whereas punishment changes
behavior only temporarily and can have
negative side effects
58. Behavioral Treatments:
Escape Prevention
īŽ Also called âescape extinctionâ
īŽ Based on the premise that the childâs
undesired behaviors do not result in
termination of the meal or demand
īŽ Non-removal of spoon, non-removal of meal
īŽ Re-presenting the food after expulsion
īŽ Example of Escape Prevention: âYou have to
lick the cheese three times before you can
get up from the tableâ
60. Ayres Sensory Integration (ASIÂŽ
)
īŽ ASI "is the process by which people register,
modulate and discriminate sensations received
through the sensory systems to produce purposeful,
adaptive behaviors in response to the environment"
īŽ Must follow 10 principles of ASI in order to call it true
ASI treatment
īŽ If poor feeding is resultant of poor sensory
integration, then providing the child with
opportunities for sensory processing and integration
following the principles of ASI will improve the childâs
ability to participate in feeding/mealtime
īŽ Do not necessarily need to address feeding during
the session
īŽ Citations: 1, 28
61. Sensory-Motor Approach
īŽ Uses the basic principles that form the foundation
for the sensory integration frame of reference
īŽ Providing the child with sensory-motor activities to
prepare him/her for feeding which will be
addressed later in the session
īŽ
Vestibular
īŽ
Proprioceptive
īŽ
Tactile
īŽ
Oral sensory
īŽ Once arousal level is at optimal, then introduce
feeding using a treatment approach pertinent to the
childâs needs
62. Medication
īŽ Primary medical conditions that may benefit
from treatment with medication:
īŽ GERD
īŽ Eosinophilic Esophagitis
īŽ Poor gastric motility
īŽ Secondary conditions that result from medical
diagnoses may also benefit from treatment
with medication:
īŽ Post-traumatic eating disorder
īŽ Anxiety
īŽ Poor appetite
63. Medication
īŽ Work with physician to
determine if medication
would be helpful in
managing feeding
difficulties
īŽ Medication, when
combined with traditional
feeding therapy and
counseling/behavioral
management, can be an
effective treatment for
feeding difficulties
64. Group Treatment
īŽ Group treatment is a great opportunity for social
role modeling
īŽ Approximately 12 weeks in duration, cohort of 6-8
children
īŽ Structure:
īŽ Group sensory preparation activities and parent education
īŽ Wash hands
īŽ âMarchâ to the table
īŽ Pass out plates/cups/napkins
īŽ Feeding trials
īŽ Clean-up routine
65. Group Treatment
īŽ Feeding trials
īŽ Lead therapist presents each food, one at a time,
and determines when to introduce next food
īŽ Therapists, parents and other children in group
model the sequence of steps to accepting foods
īŽ Parents may work with other children to move
them through the hierarchy
īŽ Children may act as âleaders,â demonstrating their
abilities to the group
66. Parent Education/Participation
īŽ Parentsâ understanding of their childâs
feeding/eating difficulties, as well as his/her
strengths and limitations, is crucial to the
childâs progress
īŽ Providing a supportive, nurturing and safe
environment will increase the likelihood of the
child exploring new foods and learning new
eating skills
īŽ Behavioral treatments are important for
parents to understand (reinforcement versus
punishment)
67. Parent Education/Participation:
Hands-on During Feeding Trials
īŽ It is important for parents to
become familiar with the
process in order to carry over
at home
īŽ Consider when to involve the
parents in treatment
īŽ May want to wait until the
negative behaviors are better
managed by the therapist before
introducing parents
īŽ May be easier to have parents
take an active role from the
beginning, with coaching from
therapist
68. Parent Education/Participation:
Providing Structure
īŽ It will be easier for the
child to learn the process
and to know what to
expect at meal times if
the meal can be
consistent in several
aspects
īŽ Develop an eating
schedule (minimize
grazing)
īŽ Eat in the same room, at
same table, in the same
chair
īŽ Have the child assist with
meal preparation
īŽ Have a mealtime routine
69. Parent Education/Participation:
Social Role Modeling
īŽ Includes all members of the family during
mealtime
īŽ Enables the child to observe others receiving
consequences (praise, rewards) for their
actions
īŽ Model good feeding behaviors
īŽ Discuss foods and their characteristics
īŽ Over-exaggerate the motor components
īŽ Let the child be the leader and family imitates
īŽ Provide positive reinforcement for all attempts
īŽ Do not punish
70. Parent Education/Participation:
Portion Size
īŽ The child can become overwhelmed or
frustrated if there is too much food on his/her
plate
īŽ Therefore, it is important to present foods in
manageable bites and small portions
īŽ No more than three
foods on the childâs plate
īŽ One tablespoon of
food per year of age
71. Parent Education/Participation:
Managing âFood Jagsâ
īŽ âFood jagâ is a term used when the child will
only eat the same food, same brand,
prepared the same way over long periods of
time
īŽ This is a problem because:
īŽ Eventually the child will not want to eat that food
anymore
īŽ The child will not accept any similar food if it is not
exactly what his/her preferred food is
74. Measures of Feeding Treatment
īŽ Quantities of food consumed
īŽ Weight in grams
īŽ Percentage consumed (oral versus g-tube)
īŽ Weight gain during treatment
īŽ Medical evaluation
īŽ Hierarchical progression
īŽ Reinforcement required/utilized
75. Tools Used to Measure
Outcomes of Feeding
īŽ Child Feeding Questionnaire
īŽ Childrenâs Eating Behavior Inventory
īŽ Short Sensory Profile
īŽ Feeding Strategies Questionnaire
īŽ Mealtime Behavior Questionnaire
īŽ About Your Childâs Eating
76. Outcome Measure Tools:
Child Feeding Questionnaire
īŽ Birch, L. L., et al. (2001)
īŽ 31-item parent questionnaire assessing perceptions, beliefs,
attitudes and practices regarding:
īŽ Child feeding
īŽ Their relationships to the childâs development of food acceptance
patterns
īŽ Designed for use with parents of typically-developing children
ages 2-11 years of age
īŽ Focus is on obesity proneness in children
īŽ Follows a 7-factor model:
īŽ 4 factors measuring parental beliefs related to their childâs obesity
proneness
īŽ 3 factors measuring parental control practices and attitudes regarding
child feeding
īŽ Likert-type scale
īŽ Obesity is not often the primary concern of children/families that
are being treated
77. Outcome Measure Tools:
Childrenâs Eating Behavior Inventory
īŽ Archer, L. A., Rosenbaum, P. L., & Streiner, D. L. (1991)
īŽ 40-item parent questionnaire that assesses eating and
mealtime problems in pre-school and school-aged
children
īŽ 28 items pertaining to the child - food preferences, motor skills, and
behavioral compliance
īŽ 12 items pertaining to the parent/family systems - parental child
behavior controls, cognitions and feelings about one's child and
interactions between family members
īŽ 5-point frequency scale
īŽ Also asks "is this a problem for you?" - yes/no response
īŽ Initially designed for use with children with a wide variety
of medical and developmental disorders
īŽ Takes family systems into consideration
78. Outcome Measure Tools:
Short Sensory Profile
īŽ Dunn, W. (1999)
īŽ 38-item parent questionnaire used to quickly identify
children with sensory processing difficulties
īŽ Children ages 3-17
īŽ Measures sensory modulation during daily life
- Tactile Sensitivity - Taste/Smell Sensitivity
- Movement Sensitivity - Under-responsive/Seeks Sensation
- Auditory Filtering - Low Energy/Weak
- Visual/Auditory Sensitivity
īŽ 5-point frequency scale
īŽ More reliable outcome measure, as compared to the
Sensory Profile
79. Outcome Measure Tools:
Feeding Strategies Questionnaire
īŽ Berlin, K. S., Davies, W. H., Silverman, A. H., &
Rudolph, C. D. (2005, 2009)
īŽ 40-item parent questionnaire that assesses the
strategies used to address and prevent feeding
problems in children (ages 2-6 years)
īŽ Factors include:
- Child Control of Intake - Schedule Structure
- Setting Structure - Laissez Faire
- Parent Control of Intake - Coercive Interactions
īŽ Likert-type scale
īŽ Good option for treatment outcomes, as it focuses on
caregiver and child factors that are frequently the
target of family-based assessment and intervention
around feeding/meals
80. Outcome Measure Tools:
Mealtime Behavior Questionnaire
īŽ Berlin, K. S., et al. (2010)
īŽ 33-item parent questionnaire that assesses the
frequency of mealtime behavior problems in young
children (ages 2-6 years)
īŽ Four subscales to reflect a variety of problematic
mealtime behaviors:
- Food refusal/avoidance - Food manipulation
- Mealtime aggression/distress - Choking/gagging/vomiting
īŽ 5-point frequency scale
īŽ Provides a measure of feeding problems based only
on the frequency of child behaviors versus how the
caregiver feels about or manages these behaviors
īŽ Can be used during evaluation process and as a
treatment outcome measure
81. Outcome Measure Tools:
About Your Childâs Eating
īŽ Davies, W. H., Noll, R. B., Davies, C. M., & Bukowski,
W. M. (1993)
īŽ Valid and reliable 25-item parent questionnaire that
assesses parental beliefs and concerns regarding their
childâs eating
īŽ Used with school-aged children
īŽ Consists of three subscales
īŽ Childâs Resistance to Eating: Frequency of childâs eating behaviors
īŽ Positive Mealtime Environment: Parentsâ mealtime interactions
with the child
īŽ Parent Aversion to Mealtime: Parentsâ feelings about mealtimes
īŽ Likert-type scale
īŽ Assesses parental feelings/beliefs regarding mealtime,
but does not capture the childâs response to feeding
82. Reference List
1. American Occupational Therapy Association. (2008). Frequently asked
questions about Ayres sensory integration. Retrieved October 11, 2010,
from
http://www.aota.org/Practitioners/PracticeAreas/Pediatrics/Browse/SI.as
px
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choices of tactile defensive children. Nutrition, 21, 14-19.
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īŽ Information also obtained from the following
Continuing Education courses:
īŽ Mealtime Success for Kids on the Spectrum. Susan Roberts, MDiv,
OTR/L
īŽ More than âPicky:â Taking the Fight Out of Food with Food Chaining
Treatment Programs for Feeding Aversion. Cheri Fraker, CCC/SLP,
Laura Walbert, CCC/SLP, and Sibul Cox, MS, RD, LD.
īŽ Picky Eaters vs. Problem Feeders: The SOS Approach to Feeding.
Kay Toomey, PhD, Erin Sundseth Ross, MA, CCC/SLP, Susan
Todd Massey, OTR, LCSW.
īŽ Practical Strategies for Treating Complex Pediatric Feeding
Disorders: Treating the Whole Child. Mary Cameron Tarbell, MEd,
CCC/SLP
Editor's Notes
Karen reads objectives
Reviewed MANY articles in preparation, not going to review specifics of each, detailed reference list
Citations at the bottom of each slide to assist in referencing articles
We will be discussing more about multi-disc team evaluations in the evaluation portion of the presentation
Seemed like best practice, was supported in much of literature
Citation 33:
Sensory prep helpful but not measured
Will talk about use of medication further in treatment portion of presentation
Organic vs non-organic
In hospital setting , not mental health weâre using ICD9 dx
Persistent (at least 1 month in duration)
Failure to eat adequately associated with weight loss or significant failure to gain weight, not associated with medical condition or another mental disorder
Onset before 6 years of age.
State regulation â infants, ASD cannot maintain appropriate level of arousal for feeding
Fdg d/o of reciprocity â thinking about the bond between parents/child and how that impacts feeding
Sensory food aversions
Post-traumatic â many invasive procedures, choking, any other significant events that can cause the child to âlearnâ that feeding is not pleasureable
Outcomes that used: weight, grams of food consumed, speed of acceptance, video flouroscopy, dependence on G-tube, gags per bite, explusions per bite, skin fold thickness, mealtime behaviors upon presentation of foods
We see many kids, hard to determine what is normal and what is not normal.
First video, child accepting new taste, texture. Gaggs but recovers
Second video, baby resists this food and as you will see in later videos, all spoon feedings. This is where feeding moves from âpickyâ to problem.
As OT, might need to elicit imitation of oral motor skills with a child.
Use of one way mirror if team is too overwhelming â one person stays to facilitate meal
Why has the family come for the evaluation â consider family priorities â weight gain, acceptance of foods, self-feeding
Temporal Context â body schedules, stages of life, rhythm of activity
Values â principles, standards or qualities considered worthwihile or desirable by the client who holds them.
Beliefs: Cognitive content held as true
Spirituality the personal quest for understanding answers to ultimate questions about life, about meaning and the sacred.
Example â child refusing to swallow. Look deeper, mother had a history of choking in recent months, coincides with onset of feeding difficulties
Use these questionaires as part of the intake process. Prior to preparation for this presentation, did not really consider their full usefulness. Will talk more about these later in the presentation.
Global mental functions â level of arousal, emotional stability, temperament, motivation, appetite, personality
Texture â puree, textured puree, soft solids, crunchy solids, dissolvable foods, chewy foods, mixed textures, liquids
Color â the âwhite dietâ
Flavor â sweet, savory, salty, specific flavors (strawberry, banana)
Food groups â protein, carbohydrates, fruits, vegetables, liquids, snacks
Childâs ability to sit up in chair (with or without assistive devices for feeding)
Childâs ability to maintain respiratory and/or cardiac status during feeding
Childâs strength/endurance as it relates to self-feeding
Arousal â ability to maintain appropriate level throughout meal; how does it change with presentation of each food
Exploration of food with hands and mouth â what does the child do with the food spontaneously, can they be directed for higher levels
Manipulation of food in mouth â do they pocket food, do they do better with smooth or crunchy foods, do they try to swallow foods whole so they donât need to experience it
Response to structure â do they comply with first/then statements; will they work for rewards
Influence environment â what is the familiesâ response to gag, vomit, crying, throwing
Other disciplines â PT, rehab technology, GI, allergy, EIP,
Strategies to implement at home â structured mealtimes, development of a hunger cycle, encouragement of increased independent feeding, presentation of new food without expectation for consumtion.
Throughout the course of treatment, keeping this in mind
Stress-management technique (systematic desensitization)
Counter-conditioning where feelings of anxiety are replaced by feelings of pleasure
By starting with less-threatening methods (i.e., food consumption is not expected), eating becomes less anxiety-provoking and the child will be more willing to interact with the food
No actual interaction with the real foods
Simple meal prepâĻ even just washing apples, veggies (holding them)
Consider amount of repetitions
Also want to consider repetitions (increasing number of licks)
Donât suggest representing a food unless the food is scaled at a 4 or above
Uses safe flavor/textureâĻâĻ..It helps the child predict what the new food will do/feel like in their mouth.
Reinforce all appropriate behaviors: even if itâs just staying at the table, looking at the new foods, serving oneself, touching with one finger, etc. --- This reduces anxiety
Pairing: Some discuss using a âtransitional foodâ to help mask the after taste of a new food, to help cleanse the palate and avoid negative impact of new food
Remember if you say 1 bite, follow through, donât request more bites
Force feeding: children who are force fed may learn to eat some foods to avoid being punished, but this is not a normal way of eating (escape learning)
Can be considered a form of negative reinforcement
Be prepared to wait!
Best utilized with children with poor arousal and modulation impacting participation in feeding/mealtime situations
Modulation- refers to the child's ability to grade response to incoming sensory information and produce behaviors that are neither over reactive nor under reactive to the situation (from aota)
or- from SIPT book- central nervous system function of adjusting the intensity and duration of stimuli effecting a change in threshold thereby regulating neural activity
Discrminiation- refers to the child's ability to accurately perceieve a sensation and utilize the sensation in a refined way to produce adaptive functional behaivors.
10 Principles of Ayres SI
Therapist ensures physical safety
Therapist presents sensory opportunities that are keeping with the childâs identified needs (tactile, vestibular, prop)
Therapist facilitates the childâs self-regulation of arousal level, attention and emotion
Therapist challenges postural, ocular and bilateral motor development
Therapist promotes praxis and organization of behavior
Therapist tailors activity to present just-right challenge
Therapist and child collaborate in activity choice
Therapist ensures that activities are successful for the child
Therapist fosters a context of play
Therapist fosters a therapeutic alliance with the child.
Exceptions are made for children with Autism, because the donât have the ideation to pick and identify what they need. More direction may be necessary when presenting opportunities for sensory input.
Difference between SI and sensory-motor: in our facility, rarely have the ability to use actual SI treatment due to limitations in space
*Arousal â level of alertness and responsitivity to stimuli
Gastoenteral â
identified by signs/symptoms and/or medical testing
Extended periods of GERD may result in decreased interest in eating
EE- an inflammatory condition in which the walls of the esophagus become filled with large numbers of eosinophils (white blood cell).
Invasive, negative experience
Post âtraumatic Eating Disorder of Infancy and Early Childhood â
1. Infant demonstrates food refusal after traumatic event or repeated traumatic events to the oropharynx or esophagus (choking, gagging, vomiting, reflux, NG-ET tubes, suctioning and force feeding)
The event triggered intense distress in the infant
3. The infant experiences distress when anticipating feedings
The infant resists feedings and becomes increasingly distressed when force fed.
Prokinetic Agents enhance transit of intestinal material through the GI tract
Anxiety â SSRIâs (controversial in pre-school aged children); Risperdol (anti psychotic, for irritability in children)â often used with Autistic children, but secondary gain is increase in appetite
Keep in mind that ADHD medications can suppress appetite, so they may need to be changed or additional medications may be used to increase appetite
Will be getting to parent/sibling interactions
Therapists, parents, children âĻ.. Each child will be at his/her own level (individual therapy presents foods that are individual to the childâs/familyâs needs/desires; group must meet every childâs needs) â therefore, some kids might actually eat the particular foods presented (can be leaders)
Eating scheduleâĻ snacks no longer than 15 minutes, meals no longer than 30 minutes
Meal routine: give verbal warning ī wash hands ī help set table/prepare foods ī go to table ī eat ī clean up routine
Model good feeding behaviors - watch your facial expressions! Children read faces
Over-exaggerate the motor: show and tell them how you would chew the food
They will âburn outâ
Will only eat the cheerios out of the yellow box
Many of the articles discussed patient weight gain, however not always a concern when children consume adequate calories without eating âhealthyâ.
At times, will consider amount of food accepted by weighing food before and after, including weighing bibs etc to achieve accuracy.
Medical evaluation â endoscopy, PH probes, growth
Toomey â looks at the progression on the heirarchy
Behavioral methods may consider how frequent reinforcement is required, or how quickly a child responds to requests.
Self-report, completed by parents about themselves and the child
Seven factor model:
4 factors measuring parental beliefs related to childâs obesity proneness â parental perceptions and concerns that may prompt use of controlling child-feeding practice
Perceived parent weight: assessing parentsâ perceptions of their own weight
Perceived child weight: Assessing parentsâ perceptions of their childâs weight status history
Parental concern about child weight: assessing parents concerns about the childâs risk of being overweight
Parental responsibility: assessing parents perceptions of their responsibility for child feeding
3 factors measuring parental control practices and attitudes regarding child feeding
Use of restriction: assessing the extent to which parents oversee their childâs eating
Pressuring children to eat more: assessing parents tendency to pressure their children to eat more food, typically at meal times
Monitoring: assessing the extent to which parents oversee their childâs eating
scale 1= never, 5= always
Not familiar with it
LIKES: used with medical dx, family systems, is this a problem (cultural/social)
Single parents only answer 36 items, two parent homes with only one child answer 39 items
Winnie dunn, daniel mcintosh, lucy jane miller, vivian shyu
Contains 38 items, versus 125 of SP
Sections of SSP:
Tactile â childâs response to touch experiences in daily life
Taste/Smell â response to taste, smell experiences in daily life
Movement â response to mvmt experiences in daily life
Under-resp â the childâs level of noticing sensory events in daily life
Aud â childâs ability to use and screen out sounds in daily life
Low energy â childâs ability to use muscles to move in daily life
Visual/aud â childâs response to sounds, sights in daily life
Reliable outcome measure â the long sensory profile has much more detail in each section (tactile â hypersensitivity as well as tactile seekingâĻ one area may show changes, but the other may not, which can skew results of long SP; whereas SSP is more specific)
Likert scale (Always, Frequently, Occasionally, Seldom, Never)
1= strongly disagree, 5= strongly agree
When completing factor analysis on the FSQ, used with children ages 2-6y11m, but we use with children of all ages
MBQ provides a measure of feeding problems based only on the frequency of child behaviors (separates the childâs mealtime behavior problems from the strategies caregivers use to address these problems)
Items generated by psychologists and advanced psychology trainees, as part of multi-disc fdg team
Actually looking at dropping the choking/gagging/vomiting because they can also be due to fdg problems of a medical nature (vs. behavâl)
1= never, 5= always
Scores: 1= strongly disagree, 5= strongly agree
Not familiar with it
Some suggest use FSQ, MBQ and AYCE in conjunction with each other so that the specific strategies used by caregivers, the problematic child feeding behaviors, and the relational components of the caregiver-child dyad can be fully assessed
THATâS A LOT! BASICALLY WE NEED ONE TOOL THAT CAPTURES ALL OF THIS, PLUS THE SENSORY