I discussed many of the factors that influence the process of learning to chew in part one. This post will focus more on strategies and therapeutic techniques to help children move from a sucking to a chewing pattern. To reiterate what I said in part one, this is a slow process. While therapists can never predict how long it will take a child to learn to chew, I can say it will usually take a Keep Reading >>
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The Long Road of Learning to Chew
The Long Road of Learning to Chew, part 1 One of the more common reasons for a child to be referred to feeding therapy is poor chewing (also described as being stuck in a sucking or suckle pattern). This might present in the following ways: gagging, choking or vomiting on lumpy bumpy foods and/or on solids pocketing or holding food orally for a prolonged amount of time sucking on Keep Reading >>
Aspiration & Lessons from Steven Leder
Aspiration & Lessons from Steven Leder by Karen Sheffler, MS, CCC-SLP, BCS-S of SwallowStudy.com, reposted here with permission http://www.swallowstudy.com (original post) A tribute to Steven Leder, PhD, CCC-SLP Aspiration can mean “a strong desire to achieve something high or great,” per Merriam-Webster, or “a hope or ambition of achieving something,” per Google. Steven Leder, Keep Reading >>
Neuroanatomy Review Relative to Swallowing: Part II Susan G. Butler, Ph.D.
Review of the Cranial Nerves We Assess Indirectly During Oral Mechanism Examinations Cranial Nerve V: Trigeminal • The Trigeminal Nerve emerges from the pons of the brainstem. It has both motor and sensory components. Motor: Supplies muscles of mastication and some of the suprahyoid muscles (i.e., anterior belly of digastric, mylohyoid) that facilitate hyolaryngeal elevation. Keep Reading >>
On the Research Front: Literature Review 2015
On the Research Front: interesting research going on! Odar Stough C., Dreyer Gillette, M.L., Roberts, M.C, Jorgensen, T.D., Patton, S.R. (2015). Mealtime behaviors associated with consumption of unfamiliar foods by young children with autism spectrum disorder. Appetite, Dec 1;95:324-33. doi: 10.1016/j.appet.2015.07.019. Epub 2015 Jul 21. Researchers looked at parent and child Keep Reading >>
Let’s talk Spoons
Let's talk Spoons and how they can help in feeding therapy Eating from a spoon.... a skill many infants begin learning around 4-6 months, some a little later. Typically, spoon feeding is associated with good head control and independent sitting. For many infants, the journey into spoon feeding is very exciting filled with new flavors, textures, and tastes. For others, it more difficult and may Keep Reading >>
Feeding Therapy: The Benefits of Working Closely with Parents and Establishing a Home Program
Most therapists would agree that one of the markers of success in feeding therapy is when a parent or caregiver can successfully feed their child. I would add that it is our job as feeding therapists to not only work with the child but to also work closely with the caregivers. Specifically, to empower caregivers and parents with the skills needed to successfully feed their children and to support Keep Reading >>
WHAT BABY FOOD JARS DON’T TELL YOU ABOUT INTRODUCING FOODS Diane Bahr, MS, CCC-SLP, Feeding Specialist
The Problem Parents often receive little instruction about “when and how to introduce foods and liquids” to their babies. They mostly rely on their pediatricians who give them the best information they have during “well baby” visits. Then parents turn to family and friends who themselves have limited knowledge and experience. Baby food manufacturers also place minimal guidelines on their Keep Reading >>