Image of Pediatric Complex Feeding Issues: 2-Day Intensive Training
Digital Seminar

Pediatric Complex Feeding Issues: 2-Day Intensive Training


Faculty:
Jessica Hunt
Duration:
12 Hours 40 Minutes
Copyright :
Oct 17, 2019
Product Code:
POS063800
Media Type:
Digital Seminar


Description

Children do not present with one area of difficulty when it comes to feeding – it is typically a mix of behavior, sensory and oral-motor issues. As a result, we need to learn how to adjust on the fly when a child throws us a curveball in a session that doesn’t fit with our treatment plan.

In this recording, I will show you how to use a roadmap to navigate the muddy waters of feeding and learn how to seamlessly move between sensory, motor and behavior strategies to create the best-individualized treatment plan for each child.

Through video case examples, I will show you treatment strategies, and hands-on exercises to gain the knowledge needed to successfully treat feeding difficulties.

You’ll walk away with advanced techniques to:

  • Evaluate the causes of mealtime difficulties: behavior, sensory, oral motor, or a combination
  • Increase the range of foods, decrease rigidity around mealtimes
  • Increase jaw strength and decrease ineffective lip closure, or poor tongue lateralization
  • Use deep breathing and proprioceptive input to address self-regulation at the table
  • Educate parents and caregivers to promote carryover at home
  • Increase self-regulation around feeding
  • Increase food play and exploration to increase food acceptance

Don’t miss out! Learn how to put all the pieces together for children with complex feeding issues.

Credits


**

NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after completing and passing the on-line post-test evaluation). 

Continuing Education Information:  Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Please note, your state licensing board dictates whether self-study is an acceptable form of continuing education. Please refer to your state rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals.  As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards


Educators

This course consists of 12.5 self-study clock hours. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements. 


Illinois Educators

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12.5 ISBE Professional Development (PD) Clock Hours have been made available through Quincy University. Those requesting ISBE PD Clock Hours will need to complete additional steps in order to receive the ISBE “Evidence of Completion for Professional Development” form.

 

While completing the post-test/evaluation be sure to answer the question “Are you an Illinois Educator” Yes. PESI will then be prompted to send you the “Evaluation for Workshop, Conference, Seminar, Etc.” form. You will need to complete the ISBE evaluation form, and return it plus the ISBE $20 enrollment fee (made payable to PESI, Inc.), and your name within two weeks from receiving your CE certificate. You will then be emailed the “ISBE Evidence of Completion for Professional Development” form.


Indiana Educators

12.0 Professional Growth Points are available for full attendance of this self-study package per the Indiana Department of Education standards.


Montana Educators

This self-study package is offered for 12.0 Renewal Units. PESI, Inc. is an Approved Renewal Unit Provider with the Montana Office of Public Instruction.


New Jersey Educators, Administrators & Education Services Personnel

12.5 Actual Professional Development Hours (self-study). MEDS-PDN, powered by PESI, Inc., is a registered New Jersey Professional Development Provider with the NJ Dept of Education.  


New York Educators

PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This self-study activity will qualify for 12.5 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


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PESI, Inc., has been approved as a CPE Provider #500-981 for Texas Educators by the Texas State Board for Educator Certification (SBED). This self-study package qualifies for 12.5 CPE clock hours.


California Licensed Educational Psychologists

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PESI, Inc. is accredited as a  provider of continuing nursing education by the American Nurses Credentialing Center’s  Commission on Accreditation.

Nurses completing these self-study materials will earn 12.6 contact hours. Expires: 10/17/2022.


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Florida Nurses

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PESI, Inc. is an approved provider by the Florida Board of  Nursing. Provider #: FBN2858. These materials qualify for 12.5 self-study contact hours.


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PESI, Inc. is an approved provider by the Iowa Board of Nursing. Provider #: 346. Nurses successfully completing these self-study materials will earn 12.6 self-study contact hours. Please email cepesi@pesi.com with your license number, include the title, speaker name and date. PESI must have this number on file in order for your hours to be valid.


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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. This self-study course qualifies for 12.5 self-study contact hours or 1.25 CEUs in the Category of Domain of OT and Occupational Therapy Process. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate. Expires: 10/17/2021.


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PESI, Inc. is an approved provider with the Florida Board of Occupational Therapy. Provider Number #50-399. This course qualifies for 12.5 self-study continuing education credits.


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California Physical Therapists & Physical Therapist Assistants

PESI, Inc. is recognized by the Physical Therapy Board of California as an approval agency to approve providers. This self-study lecture qualifies for 12.5 continuing competency hours.


Illinois Physical Therapists & Physical Therapist Assistants

PESI, Inc. is a Registered Physical Therapy Continuing Education Sponsor through the State of Illinois Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 216.000270. This self-study course qualifies for 12.5 CE credit hours.


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North Carolina Physical Therapists & Physical Therapist Assistants

PESI, Inc. is an approved provider with the Illinois Division of Professional Regulation, Provider Number: 216-000071. This intermediate course is approved by the North Carolina Board of Physical Therapy Examiners by virtue of PESI Inc. approved provider status with the Illinois Division of Professional Regulation. This course qualifies for 12.5 continuing education hours.


Pennsylvania Physical Therapists and Assistants

The Pennsylvania State Board of Physical Therapy recognizes approval by all other state boards. This self-study activity consists of 12.5 clock hours of instruction that is applicable for physical therapists.


Texas Physical Therapists & Physical Therapist Assistants

This activity is provided by the Texas Board of Physical Therapy Examiners Accredited Provider #2106032TX and meets continuing competence requirements for physical therapist and physical therapist assistant licensure renewal in Texas. This activity will provide 12.5 CCUs. The assignment of Texas PT CCUs does not imply endorsement of specific course content, products, or clinical procedures by TPTA or TBPTE. Full attendance is required; no partial credits will be offered for partial attendance.


Utah Physical Therapists And Physical Therapist Assistants

This course is designed to meet the Utah DOPL Rule R156-24b-303b.2.c.iv - A commercial continuing education provider providing a course related to the practice of physical therapy. Please retain a copy of the advertising brochure and your certificate of completion to provide to your board should this be requested of you. This self-study activity consists of 12.5 clock hours of continuing education instruction.


Speech-Language Pathologists & Audiologists

This course contains 12.5 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.


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PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 12.5 hours of self-study continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Kansas Speech-Language Pathologists

Approved for 15.0 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


Other Professions

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Handouts

Faculty

Jessica Hunt Related seminars and products: 3

OTR/L


Jessica Hunt, OTR/L, is well-known for her experience in treating pediatric sensory processing disorders in both the home and clinical settings. She serves children by bringing her feeding expertise directly into the home setting through her company J.L. Hunt Therapeutics. Previously Mrs. Hunt worked for 10 years at Kaufman Children’s Center as the director of occupational therapy and sensory integrations programs and then as the director of feeding and oral motor programs. She is certified in sensory integration, receiving her Sensory Integration and Praxis Test (SIPT) certification in 2008 and she had studied with Lucy Jane Miller, PhD, OTR, who is nationally recognized for sensory research, education, and treatment.

Ms. Hunt received her bachelor’s degree in occupational therapy from Wayne State University in 2003. She gained expertise in “picky eating,” oral-motor therapy through trainings that include, the Beckman Protocol, and Talk Tools, behaviors issues with feeding, feeding strategies for children who have autism, and treating medically challenging child. She is also trained in craniofacial therapy, advanced training in Therapeutic Listening, Integrated Listening System, and Handwriting without Tears.

Mrs. Hunt is also the notable recipient of the 2011 Michigan Occupational Therapy Association Award of Excellence.

Speaker Disclosures:

Financial: Jessica Hunt maintains a private practice. She receives a speaking honorarium from PESI, Inc.

Non-financial: Jessica Hunt has no relevant non-financial relationship to disclose.


Additional Info

Program Information

CD/DVD

Click here to purchase the DVD or CD recording from our product store. CE hours and approvals on products may differ from live CE approvals.


Additional Resources

To order the book, Fun with Literacy, please visit our product store.

To order the book, Building Social Skills for Autism, Sensory Processing Disorders and Learning Disabilities, please visit our product store.


Access for Self-Study (Non-Interactive)

Access never expires for this product.


Objectives

  1. Articulate the complexities of feeding and the sensory, behavioral and motor factors that play a role in a child’s ability to eat.
  2. Explore the neurological basis for how and why many feeding aversions develop and continue.
  3. Connect the misconceptions about feeding and the implications on a child’s feeding experience.
  4. Differentiate between sensory overload and behaviors to effectively apply treatment strategies.
  5. Describe which muscles are needed for chewing and swallowing to better identify when dysfunction in the muscle is occurring.
  6. Implement play approaches to increase types of foods.
  7. Use various behaviors and sensory techniques to increase regulation at the table.
  8. Implement oral motor exercises and strategies to promote feeding patterns such as rotary chewing pattern, lip closure, and tongue lateralization.
  9. Explore the progression of food texture and choice foods that match the sensory and motor skills.
  10. Demonstrate the use of behavior strategies effectively to increase compliance during therapy.
  11. Explore unique challenges with various diagnoses such as autism, cerebral palsy and more to modify treatment accordingly.
  12. Support and guide the parents, caregivers, and other family members through often emotional or stressful mealtimes.

Outline

The Complexities of Feeding
  • Definition and prevalence – new information; move toward Pediatric Feeding Disorder
  • Overlap of sensory processing skills, oral motor skills and behaviors
  • Normal developmental key points
  • Neurological foundations
  • Trauma, feeding and impact on brain
    • NICU and medical trauma, NG Tubes, trachotmesty, etc.
    • Negative experience around feeding gagging, retching, pain with eating …
Evaluation of Feeding Skills
  • Differentiate between sensory overload and behaviors during feeding
  • Activity analysis of feeding – Evaluation videos and group analysis
  • Information obtained – what questions to ask
  • Oral motor evaluation – jaw, lips, tongue strength; range of motion for feeding
  • Hands-on draw to learn lab
Sensory Integration Strategies
  • Research-backed sensory play-based approach
    • Decrease sensory over-responsivity to foods
    • Use food exploration/cooking for older kids
  • Self-regulation to engage body during feeding
    • Core engagement
    • Breathing exercises
    • Therapeutic use of music
    • Heavy work
Oral Motor Skills
  • Lab – Oral motor exercises, kineseotaping, stretching
  • Children who don’t swallow safely – saliva management, increase swallowing …
Food in Therapy
Taste Lab – Sensory feedback and motor requirement needed for each food texture
  • Progression of food texture
  • Match food presented in therapy to child’s sensory needs and motor skills
  • Nutritional considerations
Behaviors During Mealtimes: Environmental Strategies to Set Children Up for Success
  • Manage common mealtime behaviors – throwing foods, not sitting, crying during mealtimes
  • Increase cooperation using the “just right challenge”
  • Shift between treatment frameworks
  • How to use the “feeding roadmap”
Special Considerations
  • Autism
  • Cerebral Palsy
  • Down Syndrome
  • Children who don’t eat by mouth/G-Tube
  • Medically complex children
Promote Carry-Over At Home
  • Educate parents who are stressed and in survival mode
  • Help families have realistic expectations
  • Easy-to-implement home programs that parents will do
  • Help parents to change the relationship between child and food

Target Audience

  • Occupational Therapists
  • Occupational Therapist Assistants
  • Speech-Language Pathologists
  • Physical Therapists
  • Nurses
  • Special Educators
  • Other Behavioral Health Professionals

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