title layout - ksha · tongue thrusting, tossing head, oral loss, etc •s.i.d.m.o. ... •without...
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Title LayoutSubtitle
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Feeding at School: I’m Hungry, Too!Alisha Delgado M.A. CCC-SLP KSHA Sept 27, 2019
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Feeding Disorders are on your caseloads
• Feedingmatter.org “affects more than 2.3 million children under the age of 5 in the United States”
• Those 3-5 year old become 1st graders, 2nd graders, 3rd
graders, etc
• Research gives some ranges of volume of kids with feeding/swallowing disorders.
– 20-35% of typically developing children have feeding disorders
– Up 80% of children with special needs have feeding disorders!
• Severity of disorder is a spectrum
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Why I do what I do.
• 1st half of my career was in hospital.
• I have performed thousands of VFSS in combination with clinical swallow studies using CA as well
• Developed a FEES program in hospital
• 5th child- everything changed
• 30 weeker and all that implies
• Found myself called to birth-3
• Birth-3 for past 10 years
• Open TARC Feeding Clinic in 2014- Clinical Coordinator/Txist
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They turn 3….
• What happens to my kids at 3 when transition to school and still have so far to go with eating?
• “Schools won’t touch feeding”
• No IEP goals
• No educationally impact
• No continued education for this area of our field to SLPs within context of their day
• Admin & colleague support
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Opened the TARC Feeding Clinic 2014
• We recognize the barriers
• I want to break those down brick by brick
• Education is the only way to move the needle
• Courage in conversation
• Perseverance of The Droplet
• They deserve our best
• If not you then who?????
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Why so taboo?
• SLPs are asking for help all the time
• Why shouldn’t it be on the IEP?
• Will you school get behind you?
• How do I get buy in from staff/admin?
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Help me function in everyday at schoolAverage Calories needed per day to thrive
GenderAge (years) Sedentaryb Moderately Activec Actived
Child 2-3 1,000 1,000-1,400 1,000-1,400
Female 4-89-1314-18
1,2001,6001,800
1,400-1,6001,600-2,0002,000
1,400-1,8001,800-2,2002,400
Male 4-89-1314-18
1,4001,8002,200
1,400-1,6001,800-2,2002,400-2,800
1,600-2,0002,000-2,6002,800-3,200
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Do we have a behavior plan, cognitive goals, sensory goals
• Part of behavior plan if concern for low oral intake
• Cognitive goals can work on learning properties of food
• Sensory
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Let’s Build it!
• Skills needed for safe and healthy eating
– Airway
– Body support
– Stability
– Differentiation
– Sensory convergence
– Positive experience
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Quick Review of Swallow
• Airway protection-
• Classic s/s of dysphagia-cough, choking, wet voice, wet breathing, pocketing, tongue thrusting, tossing head, oral loss, etc
• S.I.D.M.O.
• Neurons
This Photo by Unknown Author is licensed under CC BY
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Body Support- Positioning is HUGE
• What are our skills-
• What are we asking their body to do
• How can we support best position in an inclusive way
• Can we titrate support down over time
• Do the child’s need fluctuate
• Team with OT/PT/Teachers
• Woodshop at highschool/ handy spouses, etc
• Is today reproducible and functional?
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Stability Required
• Body in
• Able to maintain
• Without stability we will see disordered deglutition
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Differentiation
• Mid-line
• Trunk
• Ring sit
• Rock
• Tongue, lips, jaw
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Sensory Convergence
• We eat with eyes first
• Smells matter
– Very high sensory input- don’t ignore it
– Great opportunity to partner with your OT
• Least noticeable difference
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Crumb Hierarchy
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Neuron that fire together Wire together!
• We can wire children away from eating
• Every time we eat or drink it is either
• How many more positive experiences are required to reframe a negative one?
• If we don’t have trust we have finished before we started
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Where do we start
• In the kitchen
• Is my school providing meals/snacks that match a child’s abilities
• What is mechanical soft
• Do we need different utensils (size/shape matter)
• If puree food how to blend properly
• What substitution are we offering- burnout
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Time to eat
• Watch feeder if there is one
• Look at position of child and position of feeder
• Leaning into fork or spoon
• Can we do gentle hand over hand for brain priming for at least part of the meal
• Can we read cues & stress cues? (more than just gagging/coughing)
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How can you build into your current therapy
• Working on crossing midline both directions
• Bringing in preferred food items as part of your work
• Deconstruct a preferred food
• Talk about properties of the food
• Help connect the dots
• Oral Motor work is great but where to target
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The chewing challenge
• How to i.d. if a truly chewing
• Target lateral grinding teeth
• Tongue has to lateralize to develop mastication
• Cheese cube activity
• Target foods that build success, confidence, and safety
• Must transition through developmental stages just like can’t go from silent to sentences
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TOTs
• Is there anatomical restrictions preventing
• A-p transfer with thick, stickier foods
• Part of oral pocketing
• Preventing motion needed for mastication
• Can child clean off spoon with lips
• What do we do about it?
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Polyvagal Therory
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We are all flowing on the continuum
• Supporting a child in the moment with each exposure on the continuum is the key to success
• Recruit motor strip to decrease sensory excitement
• Trust must be established- will you help me if I need it?
• If they can’t eat or be nourished they CAN NOT learn
• Questions????
• If you would be interested in hosting an in depth training digging into more therapy techniques please contact me at [email protected] or 785-274-7430
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