rita l. bailey, ed.d ., ccc-slp, brs-s
DESCRIPTION
Management of Dysphagia : Practical Strategies for Infants through School-age Children. Rita L. Bailey, ED.d ., CCC-SLP, BRS-S. Board Recognized Specialist in Swallowing and Swallowing Disorders Associate Professor Department of Communication Sciences and Disorders - PowerPoint PPT PresentationTRANSCRIPT
RITA L. BAILEY, ED.D., CCC-SLP, BRS-SBoard Recognized Specialist in Swallowing and Swallowing DisordersAssociate ProfessorDepartment of Communication Sciences and DisordersIllinois State University
Management of Dysphagia: Practical Strategies for Infants through School-age Children
Welcome and introduction to…
The SpeakerAttendeesCourse ObjectivesAgenda and ActivitiesQuestions?
Normal Oral-Motor and Swallowing Development
• Structures Involved in Normal Eating & their Functions - A review of Normal Swallowing• Normal Oral-Motor and Swallowing Development
Anatomy-Lateral View Superior Endoscopic View
Normal and Abnormal Infant Reflexes
• Oral• Hand-to-mouth
• Limiting Patterns• Motor
• Connection between Motor and Oral-Motor Development
“the results of motor development point to similar data between supine, prone, seated and standing positions; for the oral motor skills (during feeding/ breastfeeding, using spoon, cup and chewing). A similarity was observed in the acquisition of motor abilities related to the lips, tongue and jaw in each of the feeding situations. There was an association between motor and oral-motor skills; the results indicate that motor development (motor skills) occurred prior to the development of the oral skills from the 5th to 24 months and that the skills related to the jaw when using a cup and spoon occurred prior to the development of the skills related to the lips and tongue” (p. 117)
Research: Telles & Macedo, 2008
Motor Development Milestones(WHO Multicentre Growth Reference Study Group, 2006)
0 3 6 9 12 18
Oral-Motor Development Milestones (Guerra & Vaughn, 1994)
• Tongue tip elevates for swallow
• Cup drinking skills begin developing
• Lip closure with liquids
• Coordinated suck-swallow breath
• Lips clean spoon
• Swallow becoming independent of preceding suck
• Lower lip becomes active in spooning
• Most infantile reflexes integrated
• Strong, rhythmical suck
• Opens mouth in anticipation of nipple
• Suck-swallow pattern
• Tongue cups nipple
• Infantile reflexes predominate
• Responds to nipple by touch, not sight
• Sucking pattern is inefficient and often uncoordinated
Age in months
The Development of Biting and Chewing Skills (Evans-Morris, 1999)Let’s review normal feeding development in order to recognize developmental level of feeding skills
1st- The Development of BitingEarly BitingPhasic bite & release patternHold & break patternSustaining the biteBiting through hard foods
2nd- The Evolution of Chewing SkillsEarly chewing (phasic bite-release) Voluntary bite-release pattern ~ 6 mos.
It’s an early munchTongue flattens and spreads in the mouth as the jaw moves up & downThis pattern mixes with an earlier in-out suckle pattern
Next, increased voluntary control. The child stops & starts munching at will.
Tongue has some ability to move laterally without the jaw also moving to the side.
Earlier, this was a reflexive pattern called the transverse tongue reflex; now it’s voluntary.
Next, Early diagonal movements
~6-9 months, when food is placed between the biting surface of the gums, the jaw moves slightly toward the side and downward in a diagonal movement as the tongue shifts to find the food.
~ 1 year oldChild can transfer food to either side when presented in the centerReverts to in & out movements when the transfer is challengingBegin transferring from center to side, side to center, center to the other side
~ 15 months, jaw movements are smooth & well coordinated – tongue is developing some independence
Development of rotary jaw movement pattern continues
~2 - 3 years (usually, closer to 3), the child can transfer food from one side to the other
The tongue now moves independent of the jawJaw movements are gradedA circular, rotary chewing pattern is fully developedLips close with chewing & swallowing, tongue & jaw move in synchronyCheeks tense to prevent pooling
Dysphagia in Infants: Select Motor and Sensory Aspects
Select Issues with Physiological State
Select Issues with Respiratory Involvement
• Hypotonic to hypertonic -easily fatigued• Abnormal sensory awareness -physiologically stressed• Motor organization may be poor or transient -anatomical/physiological
issues• Reflexes may not be intact or strong; abnormal reflexes may be present• Poorly organized states of alertness• Difficult state transitions• Not easily consoled • Doesn’t organize well• Optimal states for feeding (quiet, focused, alert) may be very brief
• Postural issues may result in decreased muscular integrity to support airway • May have trouble maintaining airway with feeding -RDS• Reduced bolus control, trouble latching on -tracheomalasia• Regulation of airway open and closing may be poorly timed -Chronic lung disease
or• May have transient tachypnea of newborn (TTN) BPD• Micro fluid aspiration -Tracheostomy• Congenital heart problems/abnormalities -Apnea• Sequelae of difficult delivery (perinatal depression)• Increased work of breathing, poor endurance• Qualitative issues that may involve respiratory function such as noisy swallows,
noisy suck, coughing, choking, color changes, A’s & B’s…more
Select Oral-Motor Issues
Select Gastrointestinal Issues
• Ineffective and/or uncoordinated suck -• Uncoordinated S-S-B• Difficulty latching on• Impaired NNS or NS• Decreased O-M strength, coordination, range of motion• More…
• T-E fistula• Poor esophageal motility, physiological and/or structural problems with the esophagus or gut• GERD – Lack of effective management may result in:
• Failure to thrive (FTT), slow growth, weight loss • Respiratory difficulties - Aspiration of stomach contents can lead to apnea or
asthma-like symptoms. • Esophagitis • Poor sleep states, irritable baby• Anemia - Caused by bleeding in esophagus or stomach or due to nutritional
deficiencies secondary to inadequate intake. • Pain and/or nausea• Linked to development of oral aversion/hypersensitivities• Over time may lead to behavioral feeding problems
These Problems Can Result In:
• Poor feedings• Stress in family• Poor/limited intake• Poor growth• Weight loss or poor weight gain• Nutritional concerns• Abnormal responses• Problems protecting airway, aspiration• Additional health problems• Abnormal parent/child (caregiver) interaction• Delayed development• More…• AND-
•Delay infants’ discharge from NICU
Management of Dysphagia in the NICU
• Feeding success is often included in hospital discharge criteria
• Establishment of evidence-based NICU feeding policies and procedures may impact infants’ feeding success
Earlier, safe discharge• Helps to preserve important hospital and medical resources for those
infants and families who need them the most
• May allow infants to be cared for at home
• Saves individuals and hospitals money
Evidence-based Practice in the NICUAlthough the evidence-base in this area of study is limited, it is important to determine what established evidence-base exists to inform NICU feeding policies and practices.
This information is useful for helping SLPs and other medical personnel as they develop recommendations for evidence-based feeding policies and practices.
Related Research(Bartels & Bailey, 2008)
Completed a literature search to find evidence-based feeding policies and practices in neonatal intensive care units (NICUs) and created a list of evidence-supported practices using:
Cochrane Library ReviewsMedline, Pub-Med, ComDisDome, Cinahl
Databases
Consulted the American Speech-Language-Hearing Association practice documents Roles of Speech-Language Pathologists in the Neonatal Intensive Care Unit: Position Statement (2004) and Roles of Speech-Language Pathologists in the Neonatal Intensive Care Unit: Technical Report (2004)
In order to add to /confirm list of evidence-based practices
Methods
• Obtained hospital NICU feeding policies and protocols posted on hospital websites and/or called and requested written feeding policies from hospitals with Level II or III NICUsPhone call requests were made to hospitals with known Level III and II NICUs Google and Yahoo searches conducted
Search terms included ‘children’s hospital, feeding policies, feeding protocols, neonatal intensive care unit, feeding premature infants, dysphagia, feeding policies, nursery feeding policies’ and combinations of these terms• Document analysis
methods were used to compare each written policy/protocol list to created matrix of evidence-based NICU feeding policies and practices
Although many more attempts were made…
A total of 4 hospital feeding policies and protocols were obtained from:
1. Level II NICU in 200-399 bed hospital in Midwestern United States
2. Level III NICU in 399+ bed hospital, North Eastern United States
3. Level II and III NICU in 200+ bed Children’s Hospital in Southern United States
4. Level II and III NICU in 399+ bed hospital in Australia
Summary of Evidence-Based Practices and Select Supporting References
Non-nutritive Suck StimulationAucott, Donohue, Atkins, & Allen, 2002Hafstrom & Kjellmer, 2000Miller & Kang, 2007Narayanan, Mehta, Choudhury, & Jain, 1991Neiva & Leone, 2007Nyqvist, Sjoden, & Ewald, 1999Pinelli & Symington, 2001Pinelli, Symington, & Ciliska, 2002Spatz, 2004
Oral StimulationGaebler & Hanzlik, 1996Fucile, Gisel, & Lau, 1996Boiron, Nobrega, Roux, Henrot, & Saliba, 2007
Kangaroo CareConde-Agudelo, Diaz-Rossello, & Belizan, 2003 (Cochrane Review-*ES)Dodd, 2005Feldman & Eidelman, 2003Ludington-Hoe, Anderson, Swinth, Thompson, & Hadeed, 2004Moore, Anderson, & Bergman, 2007 (Cochrane Review-*ES)Swinth, Anderson, & Hadeed, 2003
(*ES-Evidence Supports)
Nipple Flow Rate Consideration or External Pacing to Control Flow
Lau, Sheena, Shulman, & Schanler, 1997Law-Morstatt, Judd, Snyder, Baier, & Dhanireddy, 2003Lemons & Lemons, 1996Vandenberg, 1990
External oral/jaw supportBoiron, Nobrega, Roux, Henrot, & Saliba, 2007Einarsson-Backes, Price, Glass, & Hayes, 1994Hill, Kurkowski, & Garcia, 2000
Feeding SchedulesAd-lib/Demand
Adibe, Nichol, Lim, & Mattei, 2007Pridham, Kosorok, Greer, Kayata, Bhattacharaya, & Grunwald, 2001Crosson & Pickler, 2004 Tosh & McGuire, 2008 (Cochrane Review-*IE) Semi-Demand or ComplimentaryMcCain, Gartside, Greenberg, & Lott, 2001(*IE-insufficient evidence concluded)
Plan for Transition from Enteral Feeding to Oral Feeding
Collins, Makrides, & McPhee, 2008 (Cochrane Review, IE)Evans & Thureen, 2001Lemons, 2001Lemons & Lemons, 1996McCain, 2003Premji, Paes, Jacobson, & Chessell, 2002
Family-Centered CareBauchner, 1996Browne & Talmi, 2005Shield, Pratt, Davis, & Hunter, 2007 (Cochrane Review, IE)
Neurodevelopmental Care Approach
Als, 1986Als & Gilkerson, 1995Als, Lawhon, Brown, Gibes, Duffy, McAmulty, & Blickman, 1986Aucott, Donohue, Atkins, & Allen, 2002Shaker & Woida, 2007
Benefits Specific to BreastfeedingFor Mother• Decreased risk of breast cancer (~25%)• Lower risk of uterine and ovarian cancer
due to less estrogen• Less risk of osteoporosis (non-breastfeeding
women: 4 times higher incidence)• Child spacing – delayed resumption of
ovulation• Promotes postpartum weight loss• Cost of formula feeding: $1200/year• Reduced healthcare costs• Reduced employee absenteeism• Attachment parenting
Known Benefits to Babies• Improved immunities• Enhanced developmental and
neurocognitive outcome• Greater enteral feeding tolerance, faster
progression to full enteral feedings• Enhanced retinal maturation & visual
maturity• Greater physiological stability during
breastfeeding than bottle-feeding
Support for Breast or Bottle Feeding
Bier, Ferguson, Anderson, Solomon, Voltas, Oh, & Vohr, 1993Callen & Pinelli, 2005 Dollberg, Lahav, & Mimouni, 2001Howe, Sheu, Hinojosa, Lin, & Holzman, 2007Limpvanuspong, Patrachai, Suthutvoravut, & O-Prasertsawat, 2007Rodriguez, Miracle, & Meier, 2005Schanler, Schulman, & Lau, 1999Schanler, Schulman, Lau, Smith, & Heitkemper, 1999Sheppard & Fletcher, 2007Singh, Sachdev, Nagpal, Bajaj, & Dubey, 2005Spatz, 2004Thomas, 2000
FINDINGS
Care Concepts Stated or Implied in Policies and Procedures
Level III NICU in 399+ bed hospital,
North Eastern United States
Level II NICU in 200-399 bed hospital in
Midwestern United States
Level II and III NICU in 200+ bed
Children’s Hospital in Southern United
States
Level II and III NICU in 399+ bed
hospital in Australia
Neurodevelopmental Approach
Non-nutritive suck stimulation +
Kangaroo Care + +
Oral Stimulation +
Nipple Flow Rate or External Pacing to Control Flow
+
Support for Breast and Bottle Feeding + + +
Feeding Schedule Decisions Addressed + +
Identified Plan for Transition from Enteral to Oral Feeding
External oral/jaw support
Family Centered Care +
Total: 7 8 5 3
DYSPHAGIA IN CHILDREN: PART I
COMMON SYMPTOMS OF SWALLOWING PROBLEMS IN CHILDRENDysphagia
• Coughing, Gagging, “Wet” Voice Quality, Choking (!)• Difficulty chewing or moving food around in mouth• Drooling, or food loss at the lips• Residue in mouth after meals or between bites• Weight issues (*usually weight loss, chronically low-weight)• Frequent upper respiratory infections/pneumonias• Extreme preferences for consistency, temperature, taste• Sensory Issues• Fussiness at meals, or food refusals• Breathing and/or color changes during or following eating• Recurrent/chronic fevers or spiking a temp. associated with eating• Wheezing or stridor associated with eating• History of vomiting and/or documented gastro-esophageal reflux
ETIOLO
GIES O
F FEEDIN
G PROBLEM
S
• Motor-based Problems• Sensory-based Problems• Behaviorally-based Problems
• Maladaptive mealtime behaviors• Issues of decreased independent functioning with
or w/o limited opportunities for development of self-determination skills
• * Combinations• Limiting Patterns • Frequent Causes and Associated Characteristics
Classifying Eating/Swallowing Problems
Oral-Motor and Oral-Sensory Skill Deficits
Involve deficiencies in oral-motor awareness and associated movements/necessary adjustments of tension of the oral structures (i.e., lips, tongue, jaw, cheeks) necessary for preparation, transport, and safe and efficient swallowing of a variety of food consistencies
Underlying deficits in feeding skills result in a variety of symptoms related to the area of dysfunction:
For example, motor and sensory deficits associated with lips & cheeks-
Lips that don’t close or are retractedLips that aren’t active in spooning and/or chewingLips that are pursedLips that don’t maintain closure with swallowingResidue in cheek cavities, cheeks that don’t “help” with
bolus control or chewing
Examples of Oral-Preparatory Phase ProblemsReduced tongue coordination = decreased control of the bolus, slow and/or increased effort to prepare it
Reduced tone in the cheeks =Reduced lip closure =Reduced tongue range of motion and/or delayed tongue movement patterns =Reduced/absent lateral tongue movements =Reduced/absent rotary jaw movement =
Reduced jaw closure and/or limited opening=Abnormal reflexes interfere (tonic bite, hyper-gag, rooting, startle, etc)=Reduced sensory awareness or hypersensitivities=Dental and/or structural abnormalities that limit functional abilities
COM
MO
N
PROBL
EMS
WITHI
N THE
ORAL
PHASE O
F SW
ALLO
WIN
G
• Reduced tongue control (decreased ability to form a bolus and control its movement from front to back of mouth) = can result in premature spillover to pharynx …
• Reduced/absent lip closure = • Reduced sensory awareness or hypersensitivities =• Dental and/or structural abnormalities that limit functional
abilities• Reduced tone in the cheeks = • Tongue thrust pattern = •
Examples of Oral Phase Problems
• Delayed (common) or absent (less common) swallow response = • Reduced closure of the velum = • Reduced tongue base retraction to contact pharyngeal wall = • Reduced contraction of the pharyngeal constrictor muscles = • Reduced coordination of pharyngeal phase with the airway
closure of the larynx = • Reduced laryngeal elevation and/or closure =
Examples of Pharyngeal Phase Problems
Pharyngeal phase problems can result in:
Penetration- foods or liquids that extend into the laryngeal vestibule but are swallowed ‘in time’ so that they do not progress beyond the false vocal folds or
Aspiration-foods/liquids that fall to the true vocal folds and farther into the airway
Absent/delayed & weak/productive cough reflex
COMMON PROBLEMS WITHIN THE ESOPHAGEAL PHASE OF SWALLOWING
• Most Common in children: Gastroesophageal Reflux!
• Less common:• Lax UES• Tracheo-esophageal fistula• Decreased esophageal peristalsis
Deficits in Chewing Skills Development
Children are different than adults in that they don’t typically lose skills they’ve had, but they go through normal developmental patterns slower and/or they “freeze” in their development of skills due to their physical limitations and associated limiting patterns.
Abnormal reflexes can/do interfere with development!
Oral-Sensory Differences
Oral-sensory awarenessHyposensitivities
Tend to like strong flavors (spicy, sweet, sour, etc)Usually require increased stimulation to respond in a more normal fashion (i.e., firm pressure to tongue body with spooning helps initiate tongue cupping bolus and raising tip to alveolar ridge)React negatively to light touch
HypersensitivitiesTend to like bland flavorsReact negatively to flavor and consistency changesGag easilyAversive to touch in/around the mouth and faceMay also be hypersensitive to touch of the hands, arms, etc.
END OF PART I