Use best-practice to evaluate and treat dysphagia in children with motor-based, experientially-based, and sensory-based disorders. This second edition contains significant updates in the treatment of pediatric dysphagia, with new information on the evaluation and treatment of behavioral feeding disorders and school-based dysphagia services.
- Effectively evaluate and treat dysphagia in children with motor-based, experientially-based, and sensory-based disorders
- Understand your role in the management of dysphagia in a school setting
- Manage dysphagia documentation efficiently
- Treat behavior-based disorders, such as selective eating or refusal to eat
Updated and expanded evaluation tools and goals help organize your treatment. Whether you are new to the subject area or a veteran, you'll find information you need to practice effectively. Here's a sampling of the content:
- anatomy and physiology—nutritive vs. non-nutritive suckling, reflexes and what they mean, normal development of feeding and self-feeding skills, and more
- clinical evaluation—differential diagnosis of feeding disorders, completing a case history, example evaluations, and more
- instrumentation—administration and analyses of FEES and MBS, radiation safety, monitoring of the infant's/child's response, and more
- treatment—treatment of problems associated with abnormal tone, sensation, and motor learning; behavior-based dysphagia; children who are NPO; and more
- managing dysphagia in the school setting—establishing a dysphagia team, reimbursement, developing IEPs and individual health services plans, and more
- treatment of infants—facilitating infant response, understanding distress signals and state of alertness, breastfeeding, and more
The book comes with a FREE CD of an additional 51 printable pages (in PDF format) of therapy tools:
- case history form
- evaluation forms individualized by these age groups: 0-4months, 4 months-5 years, and 5-18 years
- in-service guide on dysphagia in school-age children
- educational handouts
- observation forms
- questionnaire for children with severe drooling
- tips for developing good mealtime behaviors
Copyright © 1998, 2010
Without a doubt, Nancy Swigert's The Source for Pediatric Dysphagia Second Edition, is one of the most used tools. I have memorized and worn out my copy! I use the forms, the charts, and many of her techniques in my therapy with the birth to three population. The evaluation forms are very helpful in making sure I note all of the important areas in my reports. It makes my work much more accurate and professional, as well as easier. The exercise illustrations are very helpful for parents and families.
Lura J Fauber, SLP
- ASHA's Scope of Practice in Speech-Language Pathology includes assessment and management of swallowing disorders and the use of instrumentation for the diagnosis of swallowing and feeding disorders (ASHA, 2001).
- Infants have been shown to improve efficiency of feeding and reduce duration of nipple feedings with a self-pacing system and vacuum-free bottles (Lau & Schanler, 2000).
- Children who are tube-fed may have difficulty transitioning to oral feeding and may become orally defensive. Preventing oral defensiveness in tube-fed children should be one of the goals in swallowing therapy (Senez, Guys, Mancini, Paz Paredes, Lena, & Choux, 1996).
- Oral sensorimotor treatment strategies have been reported to be successful when used with children with cerebral palsy (Gisel, 1994, 1996; Gisel, Applegate-Ferrante, Benson, & Bosma, 1995, 1996).
- A systematic procedure for provision of dysphagia services to children in a school district ensures that students with dysphagia are fed safely and effectively, and may protect employees and the school system in the event of litigation (Homer, 2003, 2004; Homer, Bickerton, Hill, Parham, & Taylor, 2000).
- From 25% to 80% of individuals with cerebral palsy have additional impairments, with about half showing gastrointestinal and feeding problems (Odding, Roebroeck, & Stam, 2006).
- In order to establish and stabilize behavior, factors such as practice time, environment supports, and task repetitions must be appropriate (Piek, 2006; Thelen & Smith, 1994).
- The child's developmental level should be considered when determining if a skill is emerging, in the middle stage of motor awareness, or in the advanced stage of automaticity (Sheppard, 2008).
The Source for Pediatric Dysphagia Second Edition incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Scope of practice in speech-language pathology. Retrieved September 25, 2009, from www.asha.org/policy
Gisel, E.G. (1994). Oral-motor skills following sensorimotor intervention in the moderately eating-impaired child with cerebral palsy. Dysphagia, 9, 180-192.
Gisel, E.G. (1996). Effect of oral sensorimotor treatment on measures of growth and efficiency of eating in the moderately eating-impaired child with cerebral palsy. Dysphagia, 11, 48-58.
Gisel, E.G., Applegate-Ferrante, T., Benson, J., & Bosma, J. (1995). Effect of oral sensorimotor treatment on measures of growth, eating efficiency and aspiration in the dysphagic child with cerebral palsy. Developmental Medicine and Child Neurology, 37, 528-543.
Gisel, E.G., Applegate-Ferrante, T., Benson, J., & Bosma, J. (1996). Oral-motor skills following sensorimotor therapy in two groups of moderately dysphagic children with cerebral palsy: Aspiration vs. nonaspiration. Dysphagia, 11, 59-71.
Homer, E. (2003). An interdisciplinary team approach to providing dysphagia treatment in the schools. Seminars in Speech and Language, 24, 215-227.
Homer, E. (2004). Dysphagia in the schools: One school district's proactive approach to providing services to children. Perspectives on Swallowing and Swallowing Disorders (Dysphagia), 13(1), 1, 7-9.
Homer, E., Bickerton, C., Hill, S., Parham, L., & Taylor, D. (2000). Development of an interdisciplinary dysphagia team in the public schools. Language, Speech, and Hearing Services in Schools, 31, 62-75.
Lau, C., & Schanler, R.J. (2000). Oral feeding in premature infants: Advantage of a self-paced milk flow. Acta Paediatrica, 89, 393-398.
Odding, E., Roebroeck, M.E., & Stam, H.J. (2006). The epidemiology of cerebral palsy: Incidence, impairments and risk factors. Disabilities Rehabilitation, 28(4), 183-191.
Piek, J.P. (2006). Infant motor development. Champaign, IL: Human Kinetics.
Senez, C., Guys, J.M., Mancini, J., Paz Paredes, A., Lena, G., & Choux, M. (1996). Weaning children from tube to oral feeding. Child Nervous System, 12(10), 590-594.
Sheppard, J.J. (2008). Using motor learning approaches for treating swallowing and feeding disorders: A review. Language, Speech, and Hearing Services in Schools, 39, 227-236.
Thelen, E., & Smith, L.B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.