This session is part of two comprehensive series:
Therapies in the School 24th Annual Conference PROGRAM A – ON-DEMAND 10
and
Therapies in the School 24th Annual Conference 2023 – ON-DEMAND 10
COURSE DESCRIPTION:
The management of pediatric dysphagia is where medical and educational speech pathology intersect. Pediatric feeding disorders (PFDs) challenge the school based SLP to see beyond clearly delineated medical or educational models of speech-language pathology. This course addresses the foundation and fundamentals of dysphagia management in an educational setting. Evaluation to treatment, is presented through the lens of educational considerations for the school-based speech-language pathologist. Resources regarding applicable laws, IEP meetings, feeding and swallowing plans, and the challenges unique to implementation in the educational setting will be provided. Attendees will also be provided strategies for implementing culturally competent intervention in the school setting for children with oral motor, swallowing, and pediatric feeding disorders. There will be discussion of the multifactorial cultural, linguistic, and religious influences that impact collaborative educational decisions when establishing and implementing school-based services for a child with PFD. Attendees will be given strategies to implement immediately when working with children with dysphagia in the educational setting as well as discuss questions, cases, and concerns with the presenters.
LEARNING OBJECTIVES:
- Determine the legal requirements for the provision of pediatric dysphagia management in the educational setting.
- Determine a benefit of providing dysphagia services to the child with pediatric feeding disorders in the school setting.
- Determine when to apply strategies for managing pediatric dysphagia in the educational setting based on presenting impairment, response to intervention, and prior instrumental assessment.
- Identify components necessary to develop culturally competent feeding and swallowing interventions in the educational setting.
- Apply an intervention strategy to address an identified functional limitation when implementing pediatric dysphagia management in the educational setting by applying assessment strategies and implementing appropriate treatment techniques during interactive case studies.
AUDIENCE:
School-Based Therapists
COURSE OUTLINE:
- Pediatric oropharyngeal anatomy, physiology, and contributing factors associated with pediatric dysphagia
- Changes in the swallowing mechanism from age 3 to young adulthood
- The role of instrumental assessment in both identifying dysphagia and providing strategies for the management of pediatric dysphagia (i.e., VFSS, FEES)
- Etiologies, co-morbidities, and considerations
- The foundation for speech-language pathology intervention in the educational setting for a child with PFD
- Educational Relevance
- IDEA: Health related disorders impacting education, Legal precedence, State and federal mandates -Litigation establishing a child’s right to FAPE
- FAPE: Preserve the right to FAPE, Free & Appropriate versus Free & Amazing
- Least Restrictive Environment
- Ethical responsibility – ASHA’s rules of ethics
- The assessment of a child with confirmed or suspected PFD in the educational setting
- Evaluation Process
- REED: Review of existing evaluation data
- Clinical Assessment
- Components of a school-based feeding and swallowing assessment
- Following the Bolus
- Assessing the Feeding/Swallowing Process
- Functional feeding trials
- Strategies implemented
- Assessment Analysis
- Write Up and Best Practice Recommendations
- Development of feeding and swallowing plan
- The IEP (ARD) Process
- Assessment findings and recommendations
- Roles in PFD management in the educational setting
- Family, Student, SLP, OT, Teacher, Nurse, Support staff, Administration, Food services (Federal meal program)
- Implementation of SLP Recommendations
- Texture recommendations, Liability, Texture modification (IDDSI, Implementation, Incorporating feeding plan recommendations
- Teacher – Feeding facilitator, Responsibility
- Food Services/Cafeteria
- Supervision Hierarchy
- Food needs to do what where?
- Environmental considerations & Opportunities
- Intervention
- Dynamic Feeding and Swallowing Plan
- Individual Education Plan: Goals & Objectives
- Role of related services in providing support for children with PFD in an educational setting
- Occupational Therapy: Utensil usage, Adaptive equipment, Fine motor aspect of self-feeding
- Physical Therapy: Positioning, Adaptive seating
- Nursing: IHP (Individualized Health Plan), Alternative means of nutrition and hydration, Allergy support
- Pediatric oropharyngeal anatomy, physiology, and contributing factors associated with pediatric dysphagia (including role of instrumental assessment in both identifying dysphagia and providing strategies for the management of pediatric dysphagia (i.e., VFSS, FEES)
- The foundation for speech-language pathology intervention in the educational setting for a child with PFD
- Educational Relevance
- IDEA: Health related disorders impacting education, Legal precedence, State and federal mandates -Litigation establishing a child’s right to FAPE
- FAPE: Preserve the right to FAPE, Free & Appropriate versus Free & Amazing
- Least Restrictive Environment
- Ethical responsibility – ASHA’s rules of ethics
- The assessment of a child with confirmed or suspected PFD in the educational setting
- Evaluation Process
- REED: Review of existing evaluation data
- Clinical Assessment
- Components of a school-based feeding and swallowing assessment
- Following the Bolus
- Assessing the Feeding/Swallowing Process
- Functional feeding trials
- Strategies implemented
- Assessment Analysis
- Write Up and Best Practice Recommendations
- Development of feeding and swallowing plan
- The IEP (ARD) Process
- Assessment findings and recommendations
- Roles in PFD management in the educational setting
- Family, Student, SLP, OT, Teacher, Nurse, Support staff, Administration, Food services (Federal meal program)
- Implementation of SLP Recommendations
- Texture recommendations, Liability, Texture modification (IDDSI, Implementation, Incorporating feeding plan recommendations
- Teacher – Feeding facilitator, Responsibility
- Food Services/Cafeteria
- Supervision Hierarchy
- Food needs to do what where?
- Environmental considerations & Opportunities
- Intervention
- Dynamic Feeding and Swallowing Plan
- Individual Education Plan: Goals & Objectives
- Role of related services in providing support for children with PFD in an educational setting
- Occupational Therapy: Utensil usage, Adaptive equipment, Fine motor aspect of self-feeding
- Physical Therapy: Positioning, Adaptive seating
- Nursing: IHP (Individualized Health Plan), Alternative means of nutrition and hydration, Allergy support
Anais Villaluna is an SLP, Board Certified Specialist in Swallowing and Swallowing Disorders, and Certified Lactation Counselor. Anais earned her Bachelor of Science in Communication Sciences and Disorders in 2006 and her Master of Science in Speech-Language Pathology in 2008 from Texas Woman’s University. Anais is a doctoral candidate in Speech-Language Pathology (SLPD) at Northwestern University. Anais has specialized training in a variety of feeding and swallowing interventions methods as well as the instrumental assessment of swallowing via VFSS and FEES. She practices in a variety of pediatric hospital settings at including pediatric hospital inpatient, pediatric hospital outpatient, and multidisciplinary specialty clinics with gastroenterology and otolaryngology. Anais expanded her reach from hospital-based dysphagia services to also include concierge dysphagia services as she has a passion for improving access to highly qualified dysphagia services in a variety of settings. Co-lead of the Pediatric Committee for the IDDSI USIRG, she has an interest in the standardization of thickened liquids in the pediatric population. Anais has presented locally at TSHA Conventions, nationally at ASHA Conventions, and virtually on many platforms. Anais is a published author on the subject of pediatric feeding and swallowing. Anais also volunteers her time with Feeding Matters by serving on the PFD Alliance to help improve access to resources for families and professionals through her contribution as the chair for the Digital Outreach Committee. As a mother of three children, one being a NICU graduate, Anais strives to provide the highest level of care and compassion when partnering with families impacted by pediatric feeding and swallowing disorders.
Financial Disclosure: Anais Villalluna receives a salary from Texas Children’s Hospital and Feeding and Swallowing Specialists of The Woodlands. She receives a speaking honorarium from Education Resources, Inc.
Non-Financial Disclosure: Anais Villaluna has a non-financial relationship with IDDSI (International Dysphagia Diet Standardization Initiative) as a US IRG Pediatric Co-Chair, Communication Committee Member. She has a non-financial relationship with Feeding Matters as a volunteer for Digital Outreach Committee.
Dana Kizer is an occupational therapist, Board Certified in Pediatrics, and has a special interest in feeding as well as sensory processing. She has worked in a variety of pediatric settings including a pediatric hospital, specialty clinic, private practice, and home health. Dana has presented on feeding therapy and interventions nationally and across virtual platforms. Dana is a published author on the subject of pediatric feeding disorders. She currently volunteers her time with Feeding Matters by serving on the Pre-Conference Committee and the Family Advisory Council to help families navigate the complex world of pediatric feeding disorders. In addition to her professional experience with feeding disorders, Dana brings a family perspective to her treatments and teaching experiences as her initial experience with feeding therapy occurred when she would accompany her younger brother to his feeding therapy appointments. She has seen first-hand the difference therapy can make in the lives of patients and their families.
Financial Disclosure: Dana Kizer receives a salary from Texas Children’s Hospital and Feeding and Swallowing Specialists of The Woodlands. She receives a speaking honorarium from Education Resources, Inc.
Non-Financial Disclosure: Dana Kizer has a non-financial relationship with Feeding Matters as a volunteer for the Family Advisory Council and the Pre-Conference Committee.
Carolyn Dolby is an SLP who specializes in pediatric feeding and swallowing evaluations and interventions as the Dysphagia Support Speech Language Pathologist for Cypress-Fairbanks Independent School District located in Houston, Texas. As a sought-after speaker for both national and local professional events, she shares her passion of providing dynamic, student-centered, school-based dysphagia services. As a clinician, she has served populations across the life cycle and in a variety of settings: medical, in-home, and school-based. Her graduate-level courses for the University of Houston prepare the next generation of school-based dysphagia providers. In her ‘Bite-Sized Advice’ private practice, she provides consultation services and dysphagia support nationwide.
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Continuing Education Hours for disciplines not listed below: 3 Contact Hours (0.3 CEUs). Intermediate Level. License #_________. Education Resources Inc. is an AOTA Approved Provider of professional development. Course approval ID#08243. This Distance Learning-Independent course is offered at 3 contact hours 0.3 CEUs. (Intermediate level, OT Service Delivery & Foundational Knowledge). AOTA does not endorse specific course content, products, or clinical procedures. This course can be used toward your NBCOT renewal requirements for 3 units. Approved for FL OT's for 3.5 continuing education hours CE Broker #20-11864421. Approval #2403-98 by NJ State Board of Physical Therapy Examiners for 2 CEC's. This course has been approved by the MD State Board of Physical Therapy Examiners for 2 Continuing Education Hours. Approved sponsor by the State of IL Department of Financial and Professional Regulation for PT for 3.5 contact hours. This session applies 3 contact hours (0.3 CEUs) toward approval but this must combined with another session of this series to receive CEUs and approval number by KY Physical Therapy Association. This activity is provided by the TX Board of PT Examiners accredited provider #1910017TX for 3 CCUs and meets continuing, competence requirements for PT's and PTA's licensure renewal in TX. Education Resources is an approved agency by the PT Board of CA for 3 contact hours. Approved provider by the NY State Board of PT for 3.6 contact hours (0.36 CEUs). Approved Provider for OK State Board of Medical Licensure & Supervision #BAP202310003. The following state boards of physical therapy accept other states’ approval: AK, AR, AZ, DC, DE, GA, HI, ID, IN, KS, MA, MI, MN, MO, MS, NC, OR, PA, RI, SC, UT, VA, VT, WI, WY. The following state boards of physical therapy either do not require course pre-approval or do not require CEUs for re-licensure: AL, CO, CT, IA, ME, MT, NE, ND, NH, SD, WA.
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