CONCLUSION: Environmental, cognitive and behavioral factors related to feeding were significantly present among the subjects of the study, putting deglutition at risk. Other specific deglutition difficulties were also identified. Managing these difficulties is important, in order to avoid health complications for elderly women
Feeding disorders and the association of neonatal feeding disorders with other outcomes were assessed in a cohort of 84 children with neonatal arterial ischemic stroke at a tertiary children’s hospital. Both 2 tests and Fisher’s exact test were used to test associations. Forty-one of 84 children (48.8%) had feeding difficulties. Infarcted vascular territory (unilateral vs bilateral, P = .24) and neonatal seizures (P = .39) were not associated with feeding problems. Children with at least 1 perinatal comorbidity (P = .002, odds ratio = 4.27; 95% confidence interval: 1.65-11.03) and specifically respiratory problems (P = .004, odds ratio = 3.85; 95% confidence interval: 1.49-9.93) were significantly more likely to have feeding problems. Neonatal feeding problems were predictive of feeding problems at 12 to 24 months of age (P = .026, odds ratio = 3.33; 95% confidence interval: 1.12-9.90) but did not predict speech delay (P = .97) or cerebral palsy (P = .70). Feeding problems are important sequelae of neonatal stroke, but neonatal feeding problems in this group do not predict speech delay or cerebral palsy.
from the Journal of Child Neurology
CONCLUSION: The diagnosis of primary auditory processing disorder is questioned, and it is emphasized the importance of stimulating verbal sequential memory to the learning of reading and writing abilities. In light of the results obtained, further researches are needed in order to study this variable and its relationship to temporal auditory processing.
Characteristics of nutritive sucking in the release for oral feeding in preterm newborns of different gestational ages
CONCLUSION: Group 2 showed better development of the nutritive sucking pattern, suggesting that the corrected gestational age of preterm infants interfered in the results obtained at the nutritive sucking evaluation. Therefore, this is also a relevant variable to be considered for oral feeding release.
Safe oral alimentation early in the postoperative period is possible with a rigorous multidisciplinary approach. To minimize complications, postoperative oral feeding should be initiated in conjunction with a speech pathologist. Laryngoscope, 2009
Addressing Feeding Disorders in Children on the Autism Spectrum in School-Based Settings: Physiological and Behavioral Issues.
Purpose: The purposes of this article are to define the nature of feeding difficulties in children with autism spectrum disorder (ASD), identify important components of the assessment and treatment of feeding disorders specific to this population, and delineate specific therapeutic techniques designed to improve assessment and treatment within the school setting. Method: Literature review and case example are used to define the predominant nature of the feeding difficulties that are experienced by some children on the autism spectrum. Characteristics of this complex disorder that can have an impact on feeding skill and behavior are also identified. These factors are then integrated to create assessment and intervention techniques that can be used in conjunction with traditional feeding approaches to facilitate improvements in eating in this unique population. Implications: The complex nature of ASD and its many influences on feeding skills and behavior create the need for modification to both assessment and treatment approaches. Additional research is needed to create therapeutic protocols that can be used by school-based speech-language pathologists to effectively assess and treat feeding difficulties that are commonly encountered in children with ASD. [ABSTRACT FROM AUTHOR]
Conclusion: School-based SLPs are uniquely positioned to identify swallowing and feeding problems, evaluate and treat children with dysphagia, participate on dysphagia teams in the school setting, and interact with the medical team. [ABSTRACT FROM AUTHOR]
Training and Self-Reported Confidence for Dysphagia Management Among Speech-Language Pathologists in the Schools.
Conclusion: Findings support continuing education as a correlate to self-reported confidence to treat dysphagia in the school setting among SLPs in Virginia and its contiguous states. Further research is merited to ascertain if these findings reflect national trends. Quantifiable, costeffective, and evidenced-based dysphagia training, consultancy, and management models are needed if school-based SLPs are to meet the increasing challenges of their diverse caselo
Children with genetic syndromes frequently have feeding problems and swallowing dysfunction as a result of the complex interactions between anatomical, medical, physiological, and behavioral factors. Feeding problems associated with genetic disorders may also cause feeding to be unpleasant, negative, or even painful because of choking, coughing, gagging, fatigue, or emesis, resulting in the child to stop eating and to develop behaviors that make it difficult, if not impossible, for a parent to feed their child. In addition, limited experiences with oral intake related to the medical or physical conditions, or other variables such as prematurity, often result in a failure of the child’s oral motor skills to develop normally. For example, a child with Pierre Robin sequence may be unable to successfully feed orally, initially, due to micrognathia and glossoptosis. Oral-motor dysfunction may develop as a result of both anatomical problems, (e.g., cleft lip/palate), lack of experience (e.g., s/p. surgery), or oral motor abnormalities (e.g., brain malformation). Neuromotor coordination impairments such as those associated with Down syndrome (e.g., hypotonia, poor tongue control, and open mouth posture) frequently interfere with the acquisition of effective oral-motor skills and lead to feeding difficulties. Management of these phenomena is frequently possible, if an appropriate feeding plan exist that allows for three primary factors: (1) feeding program must be safe, (2) feeding program must support optimal growth, and (3) feeding program must be realistic. Researchers have demonstrated the utility of behavioral approaches in the treatment of feeding disorders, such as manipulations in the presentation of foods and drink and consequences for food refusal and acceptance (e.g., praise, extinction, contingent access to preferred foods). However, because a child’s failure to eat is not frequently the result of a single cause, evaluation and treatment are typically conducted by an interdisciplinary team usually consisting of a behavioral psychologist, pediatric gastroenterologist, speech pathologist, nutrition, and sometimes other disciplines. This chapter provides an overview of some of the feeding difficulties experience by some of the more common genetic disorders including identification, interventions, and management. © 2008 Wiley-Liss, Inc. Dev Disabil Res Rev 2008;14:147-157.