Questions treatment Assessment will have identified if there is a problem and what the problem is Any treatment plan must meet three criteria should be safe should strive to maintain optimal nutrition ID: 776576
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Slide1
Sphsc 543march 5 & 12, 2010
Questions?
Slide2Slide3treatment
Assessment will have identified if there is a problem and what the problem is.
Any treatment plan must meet three criteria:
should be safe
should strive to maintain optimal nutrition
should be farsighted
Slide4treatment
What the child needs to bring to the treatment process:
Functioning GI system
Stable pulmonary system
Developmentally appropriate oral
sensorimotor
and feeding skills
Look at relationships between oral and respiratory systems, and child’s learning and communication strategies.
Slide5Treatment
What influences tone/movement patterns?
Look at limiting movement patterns and look for automatic reflexes that can be elicited to promote normal patterns of movement.
Family dynamics
Important in evaluation and treatment planning
Slide6Basic principles
Facilitate normal patterns of movement and normalize ability to accept/integrate input – visual, auditory, vestibular, taste and temperature
Include treatment into typical ADLs of childhood
Mealtime
Toothbrushing
Bathing
Dressing
Play
Remember:
The ultimate goal may not be achieving full oral feeding
Success may include whole or part nutrition by non-oral means
Slide7treatment
Can be direct
Oral “exercises”
Non-nutritive oral stimulation (NNOS)
Therapeutic tastes
Can be indirect
Alterations in
Environment
Positioning
Seating
Communication signals
Food consistency
Slide8Terminiology
Feeding Therapy
Implies primary goal is oral feeding
Oral
Sensorimotor
Treatment
Primary goal is coordinated movements of the mouth, respiratory and
phonatory
systems for communication and oral feeding
Focus is on the ‘total’ child
Slide9Treatment VS management
Treatment
Goal is to improve a problem or condition underlying feeding dysfunction
Management
Underlying cause of problem cannot be modified by treatment techniques at this time
Address
symptomatology
to maintain health and nutrition
“Buy time” until the underlying problem changes through maturation or medical improvement
Slide10Options for treatment/management
Medical techniques
Medications, O2, NGT
Surgical techniques
Repair of anatomical anomalies
G Tube placement
Modification of feeding situation
State
Posture and position
Swallowing
Oral-motor control
Coordination of SSB
Tactile responses
Slide11Getting ready
Prepare the infant
State, tone and movement, tactile responses
Prepare the environment
Visual stimuli
Noise
Temperature
Prepare the feeder
Slide12state
Feeding possible in drowsy/semi-dozing, quiet alert and active alert states
Hypersensitive, easily disorganized –drowsy versus active/alert state
Sleepy –very alert
Look at patterns of states, transitions between states, and stability of state
May need to modify environment during feeding
Slide13state
Tactile
Alerting effect
Often combined with movement
Temperatures
Cooler
Change clothes/diaper
Unbundle
Cool washcloth
Slide14arousal
From sleepy/semi-drowsy to calm, alert
Variable, not predictable, not rhythmic
Movement
Can have a strong alerting effect
Picking up baby, being in an upright position
Rocking from side-to-side
Auditory
pitch, tone, rhythm, quiet to louder, lively music
Slide15calming
Irritable, crying,
hyperstimulated
, disorganized, easily startled
Containment and
rhythmicity
are key
Tactile
Firm, deep pressure and containment
Swaddling
Physical containment
Tonic, disorganized
Frequent, firm
proprioceptive
and deep pressure contact
Slide16calming
Swaddling continued
Arms together in midline, hips flexed, head covered
Use well-flexed, vertical position
Use body – posture and firmness of holding
Infant massage
Movement
Rhythmic, constant, predictable
Try different rhythms
Bouncing, rocking when swaddled
Slide17calming
Auditory
Decreasing auditory input
White noise, rhythmic, repetitive music
Minimal speech
Tone, posture, position
Balance between flexor and extensor
Movements should be smooth and well modulated
Alignment of head, neck and trunk are crucial
Slide18Optimal feeding position
Overall flexion
Orientation of head and extremities about the midline
Shoulders symmetric and forward
Arms flexed and toward body midline
Hips flexed from 45-90 degrees
Slide19Seating/positioning
Look at shoulder girdle, trunk, hips/pelvis, sitting base, stability of feet, eye contact/control, head control and spinal mobility
Soft chair (bean bag) or foam/towel between shoulders – retraction
Vest attached to chair, foam/towels on table – protraction
Hold shoulders down
May need trunk supports/pads
Rolled towels under knees – posterior pelvic tilt
Lumbar spine – anterior pelvic tilt
Seat depth, width, angle
Slide20Seating/positioning
Sitting base – wider (pommel) more stable; hip adductor to bring knees together
Foot rest, towels, blankets, books
Eye control/contact – supine – no demands for head control.
Feeder should be at eye level
Head/spine – must look at hips, pelvis, trunks and shoulder girdle first. Slight recline, head rest, chin tuck
Abdomen – build muscle tone and control. Improve breathing and postural adjustments during mealtimes
Slide21Seating/positioning
Freedom of movement – spinal movement and changes movement around body axis
Slide22Feeding positions
En face
Maximal head control is possible, harder to provide trunk support
Supine in lap
Hard to control side-to-side head movement
Hands free tube feeders, pacifier for NNS
Can be inclined
Sidelying
on lap
Trunk straight and well supported
Helps retracted tongue come forward
Slide23Slide24Slide25Feeding positions
Head in greater flexion
Facilitate sucking and lip seal
Compensate for poor laryngeal elevation
Head in slight extension
Assists breathing
Slide26Swallowing
Depends on where the problem is:
Poor organization of bolus in oral phase
Delayed swallow reflex initiation
Abnormal pharyngeal phase
Incoordination
of pharyngeal/esophageal peristalsis
Slide27Improve bolus formation
Problem with tongue control
Provide single bolus then pause to allow organization
Small boluses (0.1-0.5 cc, 1 Tbsp to 2 oz)
Allows establishment of suck
Thicken liquid
Moves slower, easier for tongue to maintain bolus
Slide28Delayed swallow reflex initiation
Thermal stimulation
Triggers faster swallow reflex in adults
Refrigerator-chilled liquids or semisolids
May diminish over subsequent swallows
If non-orally fed – may suck on frozen pacifier
Thicken liquid/pureed foods
Improving laryngeal closure
Forward head flexion/chin tuck
Angled bottle, cut out cup, straw
Slide29Aspiration during swallow
Usually caused by reduced or insufficient laryngeal elevation/closure and part of the bolus seeps under epiglottis into airway
Treatment techniques aimed at improving laryngeal elevation and changing viscosity of bolus to minimize seep
Strong forward head flexion or chin tuck – changes relative position of larynx so needs less elevation
Use cut out cup or straw to assist in maintaining neck flexion; use angled bottle
Thickening feedings – moves slower so more time to elevate
Slide30Aspiration after the swallow
Usually secondary to residue
Decreased pharyngeal peristalsis
Dysfunction of the CP muscle
Inadequate pressure gradients
Noisy, wet-sounding breathing that is worse following feeding
Modify food texture
Encourage “dry” swallows
Palatal trainer
Slide31Decision-making and aspiration
Degree of swallowing dysfunction
Amount of aspiration
Response to treatment
Underlying pulmonary status
Tracheostomy
Therapeutic feeds
Full PO with modifications
Slide32GER
Non-oral restriction decreases GER but may still have….
Ascending aspiration
Need to increase/maintain oral skills
Provide therapeutic feeds
Slide33Oral-motor control
Hypotonia
– poor stability and abnormal control
Need to ‘wake up’ or ‘alert’ CNS
Tapping
Vibration
Quick stretch
Masseter
and
buccinator
muscles
Lips/tongue
Slide34Oral-motor control
Hypertonia
– abnormal movement and may lead to abnormal alignment
Neurological insult or abnormality, stress
Preparatory movements
Handling
Body alignment
Firm pressure
Shaking/vibrating
Tongue retraction
Environmental management
Slide35tongue
Neck extension
– functionally pulls tongue into
retracted
position
May be hypertonic or passively retracted
May be actively seeking point of stability (
micrognathia
)
Postural support – improve head/neck alignment
Handling – normalize tone, neck/shoulders
Modify tone in tongue
Finger in midline
Shaking, jiggling, tapping, stroking, vibrating
Longer nipple
Slide36tongue
Bunched, humped, retracted, hypotonic
Lacks central groove
Get tongue forward
Downward pressure to midline
Stroking forward with downward pressure
Firm straight nipple with cross-cut
Slide37Tongue
Tongue-tip elevation
– pressed against hard palate, distal to alveolar ridge
Common in preemies – may be a means of stabilization
Postural support
Preparatory handling
Quick swiping or vibration
Downward pressure
Assist with mouth opening
Stimulation to lips
Downward pressure on jaw
Slide38tongue
Protrusion
– sits on lower lip below nipple and interferes with lip seal
Hypotonia
/weakness/increased tone
Neck extension
Postural support – neutral or slightly flexed
Preparatory handling to reduce tone
Sensory input – firm tapping
Firm, downward pressure to midline
Firm straight nipple
Facilitate lip activity
Slide39Poor mouth opening
Poor arousal
Neurologic insult
Prepare state
Elicit rooting reflex
Assist mouth opening – gentle downward pressure
Inhibit jaw clenching – vibration, very small-range, low amplitude side-to-side movement
Touch/pressure to gums
Slide40Weak suck
Ineffective feeding
Overall weakness, medical/nutritional compromise, immaturity,
myopathies
, respiratory/endurance
Provide oral stability – optimal positioning, firm cheek/jaw support, traction on nipple
Increasing flow rate (with caution)
Slide41Jaw movement
Excessive – no stable base for tongue, lip seal may be compromised
Develop stable base for jaw, slightly tucked chin position, develop neck flexor musculature
Preemies – often have jaw instability. Poor developed tone/bulk in oral-facial mm, minimal active neck flexion, neck hyperextension common
Neurologically-based
hypertonicity
– poorly balanced control between opening and closing mm. May lead to strong downward thrust of jaw
Neck hyperextension – could be immature development of neck flexion,
abmormal
mm tone or stress
Slide42Abnormal tongue movement
Attempts to use marked jaw depression to create negative pressure suction
Postural support – neck/head alignment key. Don’t allow neck hyperextension. Head in neutral or slight flexion will provide additional positional stability to jaw.
External support – firm pressure under jaw. Keep pressure distal and under mandible, proximally will be under base of tongue could interfere with sucking.
Slide43Abnormal tongue
Increased neck flexion – if doesn’t respond well to external support, bring head into strong neck flexion. Help grade jaw movement. Continually monitor respiratory status.
Handling techniques to reduce overall mm tone
May need to target tongue
Slide44Lip seal
Negative pressure reduced or broken intermittently
Smacking/kissing, excessive fluid loss
Low tone, weakness – preemies or conditions
Excessive jaw movements
Slide45Abnormal tongue movements
Strong protrusion – treat tongue
Treat underlying problems first– facial weakness/
hypotonia
, excessive jaw movement
External support – cheeks/lips and jaw support, too.
Slide46cheeks
Hypotonia
/weakness, diminished fat pads
Poor stability leads to poor lip seal. Excessive jaw excursion may result
Increase facial tone
Cheek/jaw support
Slide47Poor initiation of sucking
Crying, fussing, ‘tuning out’ – baby hungry and will become increasingly frustrated
May root excessively and unable to inhibit – turns head wildly from side-to-side
Extreme mouth opening and unable to close
Tongue protrusion/lapping pattern may be attempt as sucking
Hypersensitive response or poorly developed sucking
patttern
Poor state/organizational abilities – overly hungry
Slide48Poor initiation
Treat underlying problems – if poor state/organization treat those underlying conditions
Preparatory handling
Stabilize front of head with jaw control as needed
Place nipple firmly at midline, cheek support as needed –for central reference point
Assist with mouth closure – firm jaw control to assist with closure, grading of mouth open, vibration to relax tension and assist with closure
Facilitate appropriate
tongue movement
Slide49Coordination of ssb
Prolonged sucking – feeding induced apnea
Having difficulty ‘pacing’ SS and B
Strong, rapid sucking with difficulty initiating breathing even when nipple removed
More common in preemies
External pacing
Be sure baby can initiate breathing
May have better regulation later in feeding
Decrease rate of flow – thicker liquid, slower flow – to allow time to organize
Slide50Coordination of ssb
Short sucking bursts
1-3 sucks in a burst before pausing for multiple breaths
Pauses too frequent/long compared to sucking bursts
May be adaptive response
VFSS
Look at respiratory status
Endurance
Slide51Coordination of ssb
Uneven pattern with duration of bursts/pauses varying considerably
May be uneven pattern of breathing and swallowing within the sucking burst.
Frequent choking/coughing noted
General neurological disorganization, respiratory problem, nipple flow problem
Assist with external organization
Understand respiratory status
Pace, reduce flow rate, bolus size
Slide52Oral-tactile hypersensitivity
Responses are exaggerated out of proportion to stimulus (e.g., placing bottle or toy in mouth)
At the extreme end of hypersensitive responses
Easily elicited, stronger, more negative and often include a behavioral response
May cry, grimace, wiggle, arch away, keep mouth closed. If feeder persists may begin to gag and may vomit.
Slide53Multifactorial cause
Immaturity and illness – immature CNS, at the mercy of physiologic status, poor regulatory filtering mechanisms, becomes a pattern
Delayed introduction of oral feeding – critical period for acquisition of oral feeding skills may be missed (Illingworth & Lister)
Unpleasant oral-tactile experiences – negative or traumatic oral-facial experiences during the course of medical treatment
Slide54treatment
Adaptive, well-modulated responses is the goal.
Reduce aversive stimuli – look at care routines
Grade oral/tactile stimuli – start in a range where the child is comfortable and slowly build up to a point where it is not tolerated and then step back slightly. “Dance” on the edge of the infant’s tolerance.
May need to start distal and move proximal
May need to move from smooth to soft to unusual to prickly, firm to light pressure, etc.
Slide55vibration
Vibratory afferents are carried along different neural pathways than light touch and touch/pressure.
More integrating and less likely to stimulate an aversive response.
Can be effective even with preemies
Hold vibrator against finger, nipple, pacifier. Use an electric toothbrush.
Slide56Oral exploration
Mouthing toys and hands is a crucial component in helping them tolerate increasing complexity and variety of oral sensations.
Variety – don’t let child get ‘stuck’ on only
one thing.
Feeding specialist needs to reintroduce this stage of normal development in a way the baby can tolerate.
Slide57Endurance and respiratory compromise
Need to increase ventilation and cardiac output to match ‘work’ of feeding
Reduced intake, poor weight gain
Generally has normal OM control and SSB
Initially feeds well but stops early in feeding
Regulate liquid flow – faster at beginning to get more in, softer nipple, slightly larger hole. Monitor carefully!!
Manipulate feeding schedule – limit feeding time, time between feedings, demand schedule
Nutritional supplements, caloric density
Slide58Endurance and respiratory compromise
Structural abnormalities or
respiratory disease
= increase WOB
Much of available energy is used in
cardiorespiratory
system with little reserve for additional activity (i.e., feeding)
Increase WOB may lead to GER
Treatment for endurance should be considered
Reduce expectations for feeding
Small volume feedings; pacing
Stopping or postponing oral feeding
Supplemental O2, nebulizers
Slide59Ventilation versus perfusion
Ventilation – amount of air in and out of lungs and alveoli
Perfusion – ability of alveoli to exchange gas
Supplemental O2 is not helpful in all respiratory problems – if perfusion is poor, increasing O2 amount will not improve saturation in blood
May still be helpful with feeding since ventilation-perfusion ratio may change with increased work
Need
oximetry
Slide60Increased nutritional requirements: additional calories
Skill in balancing medical and nutritional needs with parents’ skills and expectations
Frequently an issue with respiratory/endurance problems
OM skills generally intact so leads to optimism and enthusiastic pursuit of oral feeding
Perception of failure on the part of the infant or parent if goals not readily achieved
Slide61Increased nutritional requirements: additional calories
May need to change the way in which progress is measured
Primary goal should be infant’s overall growth
Oral feeding often comes at a high price
Supplemental nutrition should be viewed as
support
rather than last resort or failure
Provides a built-in nutritional system during setbacks
Focus on quality of oral control and parent-child interaction rather than calories
Small volume/partial oral to build
motoric
and sensory foundations, hunger/satiation
Slide62Non-oral feeding
Full non-oral feeding –
Motor deficit
Extreme tactile hypersensitivity/aversion
State or arousal problems
Medical conditions that preclude oral feeding
Any combination of these
Existing OM skills should be maintained for future oral feeding and speech
Prevent oral aversion and hypersensitivity due to lack of oral input
Facilitate oral hygiene
Slide63Non-oral with tx oral feeds
Primarily non-oral
Feeding-related functions show adequate competence to allow small amount of safe oral feeding
To improve OM skills and move toward larger volumes as able.
Safe for oral but cannot take full oral
Allowed to feed as much as possible within certain parameters (length, frequency) with balance non-oral
Slide64Non-oral plus oral
Limited
nippling
at each feeding using good techniques and within physiologic parameters.
Amount not finished is given though tube
Use only with indwelling NGT or GT
Often used with preemies
Alternate nipple and tube feedings
Should be close to taking full volume
Good for those with limited endurance
Slide65Non-oral plus oral
Daytime oral and nighttime tube
Slide66Transition from tube to oral
Begin the process of transitioning to oral feeding at the point when non-oral feeding begins
Comprehensive and aggressive oral therapy program
Normal OM skills
Expected short-term use (6-12 months)
Primary objectives
Minimize negative or aversive oral stimulation
Promote pleasurable experiences and oral exploration
Maintain/build OM skills and interest
Associate oral activity with satisfaction of hunger
Maintain
whatever
degree of oral intake that is safe
When possible,
expand
rather than
introduce
Slide67transition
Consistency, whatever program is established, is essential
Assess child and parents’ readiness
Often lengthy and difficult; it’s a
process
“He will eat when he’s hungry” does not apply
Set goals that reflect steps rather than final outcome
Establishing level and quality of OM skills
Determine swallowing ability
What’s the original medical condition?
What’s the current status?
Slide68Letting go
Degree of OM impairment
Lack of change/improvement in medical status
Move away from oral goal in a way that supports the child and family
Quality of life
‘Recreational’ oral feeding
Tolerates oral stimulation for ongoing hygiene to face, mouth, teeth, gums
Slide69Desensitization hierarchy
From 18 months and older
No obvious OM deficits
May have oral sensory problems due to sensory deprivation
Tolerating –
Be in same room
Looking at food
Interacting –
Uses utensils in play, preparation
Slide70Desensitization hierarchy
Smelling
Tolerates odor of food
Touching
Tolerates on fingers, hand, upper body, chin/cheek, nose, lips, teeth and tongue
Tasting
Licks lips or tongue
Bites and spits out
Bites and holds in mouth before spitting out
Chews and partially swallows
Chews/swallows with drink
Chews/swallows independently
Slide71Desensitization hierarchy
Eating
Gradual changes that lead the child to functional eating without any specific intervention by others except expected monitoring for age
Individual variation as needed
Collaboration with MD, RD, daycare, school or other therapists, with caregivers and child as primary team members!
Consistent approach and encouragement/feedback
Slide72Mealtime environments
Home, daycare, school, restaurant
Modify environment as best you can
Placemats, utensils, cups, bowls
Proud plates, brag books
Adaptive seating
Lightweight, washable, easy to use
Fits under table to allow child to be included in mealtime
Slide73Oral control – from side or behind
First do positioning for best posture
Middle finger
Behind chin on belly of tongue
Inhibits jaw opening, helps closing, indirectly inhibits tongue protrusion
Index finger
Between lower lip and chin
Facilitates graded jaw opening, helps control head
Thumb
Under chin, provides jaw stability only
Slide74Oral control – from front
Helps maintain eye contact
Requires more control from the child
Index or middle finger
Under chin
Provides jaw stabilization
Thumb
On chin
Facilitates graded jaw opening
Slide75Tolerating face washing
Preparation for mealtime/snack activity and at end of meal/snack
Provide postural support and stability
Provide oral control as needed
Use firm, deep pats moving distal to proximal
Cheek bones to lips, one side then the other, upper lip stretching downward, chin moving upward
Use different textured cloths
Use rhythm/singsong
Slide76Spoon feeding
Wash your hands and help child wash theirs
Provide postural support and stability
Begin with jaw closed
Spoon approaches from low to midline
Graded jaw opening – support as needed
Put spoon straight in – about half way
Press down and flat on tongue, hold to allow tongue to quiet and lips to close.
Take spoon straight out
Let upper lip learn to be active so don’t scrape against the lip
Slide77Spoon feeding
Clamping – provide extra flexion and wait for child to relax
Sensitivity – face washing and tooth brushing
Lip retraction – positioning toward midline
Tongue thrust before swallow – better head/neck control and oral control
No swallow – chin tuck/neck elongation, reload spoon and come towards them
Slide78chewing
Wash your hands and help child wash theirs
Provide postural support and stability
Provide oral control
Begin with jaw closed
Food approaches from midline and low or level with mouth. Use food that is easy to handle
Graded jaw opening while maintaining flexion
Place food on chewing surface of teeth at side
Facilitate graded jaw closure
Maintain oral control; watch head and trunk
Don’t facilitate chewing motion – wait with continuous oral control
Slide79chewing
Tone in cheeks – use finger to stretch and release cheeks before starting
Poor lip closure – face wipe to stretch upper lip down, lower lip up. Push jaw up.
Exaggerated jaw movement – use oral control to grade jaw
Slide80Cup drinking
In typically developing children, spoon feeding builds to cup drinking
Wash your hands and help child wash theirs
Provide postural support and stability
Provide oral control
Thicker liquids are easier to control in the beginning
Begin with jaw/lip closure
Approach at midline or slightly below level of the mouth
Place cup between lips – not between teeth
Slide81Cup drinking
Rest rim on but do not push down on lower lip
Tilt cup until it touches upper lip and wait
Goal is active downward motion of upper lip to draw in liquid
Don’t remove cup unless child pulls away – watch child’s signals
Maintain oral control
Slide82Cup drinking
Bite reflex – move out so it doesn’t happen
Gulping – prevent with slight chin tuck/neck elongation so the kid is looking down in the cup
Use thicker liquids, cut out cup, clear cup, let child help “hold” the cup
Slide83straw
Prerequisites: nasal breathing, lip seal with active lip function, light jaw closure, cheek and tongue movement to build up negative pressure
Wash, provide posture support and stability, provide oral control
Dip straw into liquid and place finger over hole on top
Place straw between lips, let a drop of liquid out and wait for active suck
Gradually require more suction by keeping finger over hole
Short, wide and small diameter straws
Use juice box
Slide84Bottle feeding
Need NNS to serve as a link that will facilitate transition to NS
Wash hands, provide posture support and stability
Provide oral control from the front – tongue control with middle finger, thumb and index finger on cheek to provide movement forward to facilitate sucking
Bottle approach from midline or below
Facilitate graded jaw opening
Pressure on tongue with nipple to stimulate suck
Rock or shake nipple may help if has intermittent suck
Slide85Self-feeding
Wash, provide posture support and stability
Provide oral control if it has not been discontinued prior to this stage
Begin with finger foods to eliminate use of utensils
Hand-over-hand or child holding on to your fingers as you hold the food or spoon
Food or spoon at midline on table. Gather food on spoon.
Jaw is closed.
Food or spoon at midline.
Slide86Self feeding
Spoon straight in, maybe pressing down on tongue for stability/organization
Spoon straight out, maybe pausing to let lips and jaw close
May need slight chin tuck/neck elongation to prevent biting on spoon
Spoon back to plate/bowl
Finger foods follow the same pattern but are presented laterally to facilitate chewing
Slide87Qualities of utensils
Spoons –
size of bowl
depth of bowl
Size and weight of handle
Cups –
size
height/width
cut out cup – see liquid, to prevent hyperextension
Cup lip
Flexibility
Handles or no handles
Slide88Qualities of utensils
Finger foods
Shape
Texture
Way to make it graspable
Slide89Treatment ideas
You set the stage – playful, fun, positive and calm
Activities with no food
Touch/pressure to hands/feet (weight bearing, holding, deep pressure)
Massage and vibration – Begin distal and move proximal
Play with cups, utensils, dolls, tooth brushes, etc.
Rhythm, bouncing, patting, stroking
Sensory – lentils, corn meal, rice, play
doh
, damp sand, damp sponge, finger paints
Slide90Treatment ideas
Food activities – play – explore, measure, pour, art, put food on toy, put toy in mouth, drive food in cars, peanut butter play
doh
, etc.
Help prepare food – buy it, stir, grind, pass it, feed you, join the family at meal times, wash dishes
Many short work periods better than one long one
Once a week with family follow through
Carryover to home
Slide91toothbrushing
Goals:
To improve oral hygiene
Reduce limiting movement patterns
Normalize response to sensory stimulation
Procedure (may vary per child)
Introduce activities with fingers or toys – touch, taste, movement in mouth that is enjoyable
Explore and play with toothbrush, NUK
Provide sensory input with fingers – proceed slowly and systematically within child’s tolerance level
Slide92toothbrushing
Procedure
Use small sponge, washcloth, NUK
Brush all parts of the mouth – tongue, lips, cheeks, gums. Brush sides of tongue to encourage lateralization
Introduce taste on finger, cloths, toothbrushes
When able to tolerate oral stimulation, brushing movements and taste in mouth, introduce small amounts of toothpaste
Use a basting syringe to squirt water in mouth and have child lean forward to let water fall from mouth
Slide93Jaw thrust
Sitting posture
Reduce sensory input that might overload the child
Position prone on your lap or over a bolster with arms forward. Shoulders should be higher than hips. Let gravity help the tongue and jaw to drop into a more forward position.
Reduce hypersensitivity caused by teeth contacting spoon, toy, finger. Carefully graded pressure to face, gums and teeth
Jaw control and closure
Toothbrushing
to normalize sensory stimulation
Slide94Jaw clenching/tooth grinding
Postural control to eliminate instability
Position prone on lap/bolster with shoulders higher than hips. Gravity will pull jaw into more open position
Build postural control to develop proximal stability.
Reduce hypersensitivity – pressure to face, gums, teeth
Toothbrushing
Help child explore mouth movements and sensations so they don’t get ‘stuck’ with clenching
What is child communicating by clenching/grinding?
Slide95Jaw retraction
Better sitting posture
Reduce sensory input that might overload child
Position prone on lap/bolster and use gravity
Slide96Jaw instability
Build postural tone in trunk to build proximal stability
Play games that allow tapping, stroking and other tactile input to TMJ
Support jaw with hands
Have child hold on to the edge of a cup with the teeth while drinking. Utilizes normal developmental strategy
Slide97Tonic bite reflex
Posture
Sensory overload
Graded pressure to face, gums, teeth
Toothbrushing
Reduce frequency of elicitation – use a clear rhythm when feeding so mouth is more open, place cup on lower lip so cannot bite to stabilize, use a coated spoon
Slide98Tongue retraction
Use physical handling to build tone in trunk, shoulders and neck to provide proximal stability
Prone on lap/bolster
With child prone, stimulate lips, move into mouth, stroke tongue
Keep head in chin-tucked position with neck elongated. Tap upward on chin at base of tongue
Slide99Exaggerated tongue protrusion and tongue thrust
Exaggerated tongue protrusion
– maintains easy flow of movement seen in normal suckle pattern but protrusive movement is exaggerated and moves beyond the border of the gums/lips
Tongue thrust
– forceful protrusion of the tongue from the mouth. Stronger than tongue protrusion and can break a previously sustained rhythm
Physical handling to build tone in trunk and proximal stability
Sitting posture
Change food consistency so tongue protrusion is not needed to move it backward (e.g., no up-down movement for sucking or chewing, no lateralization)
Slide100Exaggerated tongue protrusion and tongue thrust
Place hand on jaw to keep tongue in mouth
Initiation of suckling or suck pattern from the lips rather than the tongue – use thickened liquids, pureed foods, cup with wide mouth, jaw support
Place spoon in child’s mouth and press down on the middle of the tongue. Remove the spoon and encourage lip closure
Slide101Lip retraction and pursing
Better sitting posture
Reduce sensory input
Look at sensory properties of food
Create a relaxed environment so child can use more mature feeding patterns without effort
Reduce
hypertonicity
in neck and shoulder girdle – scissor-fashion on cheek
Place fingers on side of child’s nose and vibrate downward to bottom of upper lip
Face wiping
Slide102Low tone in cheeks/limited upper lip movement
Physical handling to build tone in trunk and proximal stability
Patting, tapping, stroking, etc. on cheeks and lips
Increase sensory input to lips/cheeks through play, food selection (spicy, tart, sour, ice)
Teach straw drinking while helping child to close lips
Slide103hyperreaction
Consult medical personnel to rule out/discus neurological dysfunction
Better posture
Reduce sensory information overload
Use firm pressure with finger, toy, spoon while slowly moving back in mouth to the point of gag
Jaw control techniques to limit exaggerated movement
Slide104hyporeaction
Consult medical personnel to rule out/discus neurological dysfunction
Build posture tone in trunk and proximal stability
Select type, intensity and frequency of sensory stimulation
Slide105Sensory defensiveness
Child has stronger reactions to a specific sensation than would be expected
Introduce slow vestibular stimulation to help child integrate multiple sensory information
Use music to organize and integrate sensory reactions
Use appropriate touch especially to mouth
Verbally prepare child (“Here it comes!”)
toothbrushin
Slide106Sensory overload
Modify space – reduce clutter, dim lights, quiet, soft music
Explore graded touch
Use music to help organize and integrate sensory reactions
Slide107Sucking/suckling
Better feeding position
Reduce sensory input that overloads child
Prone on lap or bolster using angled bottle
Help with jaw support
Music with regular rhythm and 60
bpm
Use binky trainer to control liquid flow
Slide108Transition from suckle to suck
Develop activity in cheeks and upper lip – easier to teach using a spoon
blenderized
foods
Use a cup with thick liquid. Provide jaw/cheek support resting cup on lower lip. When given jaw/cheek support, a more mature up-down suck pattern often will emerge. Sucking pattern should be initiated from the
lips
rather than from the tongue.
Slide109drooling
Inadequate head/trunk control to support efficient swallow
Decreased saliva control with motor demands
Teething
Poor jaw stability
Nasal congestion
Reduced sensory cues to face
Attention or power
Cranial nerve dysfunction
Side-effect of medication or allergic reaction
Sweet foods
Slide110drooling
Improve head and neck control
Improve sensory awareness in face and within mouth. Increase awareness of wetness and dryness
Improve jaw, lip and cheek control
Emphasize and value dryness
Teach straw drinking to improve cheek/lip control
Slide111tantrums
Serve foods that are appropriate to sensory characteristics and motor requirements of the child
Explore child’s communication patterns
Explore your reactions to child’s tantrum and eliminate power contest
Remain neutral and limit feeding time, depending on abilities
Serve appropriate portion sizes
Say nothing and walk out of the room, or remove child from room
Offer food only at regularly scheduled meals/snacks
Slide112Diagnostic tests/procedures
Basic understanding of common tests regardless of professional practice setting.
Strengths/limitations
Implications of results
Integrate data into clinical feeding observation
Is additional information needed?
Most developed for adults; lack of normative data with children (
manometry
, FEES,
scintigraphy
)
Slide113Physiological monitoring
Heart rate, respiratory rate, oxygen saturation
Cardiorespiratory
monitor
Numerical and visual display of heartbeat and respiration
Averaged over a given period of time (e.g., 10
secs
Strengths – quick approximation of infant’s status.
Movement artifact /not always accurate
Slide114Physiological monitoring
Oximetry
–
Oxygen saturation of capillary blood flow through an external sensor.
Expressed as a percentage of 100.
Normal infant --
sats
above 95%
Below 90% generally indicate some degree of hypoxia.
Baseline, changes in response to work/handling, effectiveness of O2 treatment
Slide115Physiological monitoring
Strengths –
Easy to transport, non-invasive
Ongoing, instantaneous info
More reliable index than observation
Limitations –
Very sensitive to movement
Natural pigment of baby
Ambient light/infrared heating sources
Slide116Physiological monitoring
Pneumogram
–
Two-channel study based on chest wall excursion and heart rate
Computerized –multichannel recording of parameters such as heart rate, RR, O2
sats
, nasal airflow, esophageal pressures
Gives exact values rather than averaged values so subtle changes in parameters are identified.
Slide117Physiological monitors
Polysomnogram
– “Sleep study”
Multichannel recording of respiration, airflow, chest and diaphragm movement, oxygen and carbon dioxide levels, heart rate and esophageal pressures
EEG recordings for length of two complete sleep cycles
Measures the greatest number of variables
Differentiates between central and obstructive apnea, apnea secondary to seizures, obstructive apnea due to GER or airway collapse
Limitations – specialized sleep lab, expertise
Slide118Gastrointestinal
Technetium scan (AKA GE
scintigraphy
or a milk scan)
Small amount of radionuclide isotope is added to the feeding
Images are made every 30 seconds over a one hour period after the feeding looking for material in the esophagus.
Number/height of reflux episodes calculated and compared with standards
Gastric emptying computed by measuring the percentage of food remaining within the stomach after on hour.
Slide119Gastrointestinal
Strength
Info on several important parameters of GER:
Acidity/alkaline reflux
Unlikely to miss reflux events
Height of reflux in esophagus
Contribution of delayed gastric emptying
Radioactive tracer not absorbed and total radiation exposure is low
Criticized
Overly sensitive to reflux
High false positive rate
Slide120gastroesophageal
Barium swallow (AKA
esophogram
or upper GI)
Evaluates structure and function of esophagus and stomach
Ba
delivered either orally or NG tube
Fluoroscopy – real-time events observed
Still photos taken for later review
Esophageal motility can be evaluated
Presence of spontaneous reflux or attempt to elicit by giving pressure to abdomen
Rad
exposure is proportional to time of exposure, but generally brief
Not sensitive enough to GER, may detect aspiration
Slide121UGI
From Wolf & Glass, 1992
Slide122gastrointestinal
pH probe –GER
Sensor inserted through nose to an area just above LES to continuously measure acidity of esophagus
At least a 24 hour hospital stay
Record kept at beside of baby’s activities for later correlation with changes in
pH.
Data is recorded on the total number of episodes of pH <4.0, total time with pH<4.0, number of episodes greater than 5
mins
, and longest episode of pH<4.0. Typically, episodes of pH<4.0 must last longer than 10
secs
to be recorded.
Slide123gastrointestinal
pH probe –GER
Sensor inserted through nose to an area just above LES to continuously measure acidity of esophagus
At least a 24 hour hospital stay
Record kept at beside of baby’s activities for later correlation with changes in
pH.
Data is recorded on the total number of episodes of pH <4.0, total time with pH<4.0, number of episodes greater than 5
mins
, and longest episode of pH<4.0. Typically, episodes of pH<4.0 must last longer than 10
secs
to be recorded
Slide124gastroesophageal
Data generates a reflux score
‘Gold standard’ for evaluation of GER
Slide125Airway/gastrointestinal
Pediatric Endoscopy
Esophagoscopy
/esophageal
manometry
,
laryngoscopy
,
bronchoscopy
Rigid or flexible tube
Directly observes structures within the body
Obtain tissue via
biosy
or aspiration
Treatment
Advances in
fiberoptics
permitted flexible endoscopes that can be used with even extremely small infants
Slide126Videofluoroscopic swallowing study (VFSS)
VFSS aka MBS
Specifically designed to assess the pharyngeal swallow
Normal feeding situation is simulated but may need to use ‘tricks’
Purpose –document aspiration, reason for aspiration and the point at which it occurs
Assess possible therapeutic interventions
Positioning can be customized
Slide127VFSS
From Wolf & Glass, 1992
Slide128CFE limitations
Info not readily obtained at bedside:
VP function
Laryngeal elevation and closure
Pharyngeal motility, transit time
Pooling of secretions and contrast in
valleculae
and
pyriform
Number of swallows to clear material
Presence and timing of aspiration in relation to the swallow.
Bolus movement through UES and esophagus
Slide129VFSS
SLP/MD
Observations relating to timing of swallow
Coordination in oral/pharyngeal phase
Phary
peristalsis
Pooled material prior to swallow or residue after
Esophageal transit time
Aspiration before, during, after swallow
Slide130VFSS
Seating/
postioning
–
Support of trunk, neck and head
Semireclining
angle of approx 45 degrees.
Tumbleform
chair
Child’s own seating system
Most wheelchairs don’t fit; some have removable parts
Height of seat in relation to floor
Slide131Vfss
Need careful guidelines for appropriate
Radiologic risks to infant versus the yield of info from the test
How will information be used?
Personnel involved varies –
OT, SLP, MD, tech
Regardless, should have expertise in infant and skill in interpreting images
Parent participation
Slide132Vfss
Emergency back up equip and personnel as needed
Flexible enough protocol to address each baby’s needs
Endurance
Slide133Vfss -- Feeding technique
Multiple variables
Nipple, syringe, nipple alternating with pacifier to look at NNS and NS, spoon, cup, straw, liquid thickness, solids
Bolus type, amount, texture, temperature, timing can be varied
Risk of aspiration kept at minimum
Caregivers provide samples of food
Regularly given
Causing trouble
Introduction
Lateral view -- most important and most information
Slide134Vfss
AP view—
Documenting asymmetry/pooling
Head positions
Therapeutic changes
Flexed, extended, turned, etc.
Neurologically impaired
Better at handling homogeneous consistency
Slide135Vfss
Alternate feeding methods with plans for oral-motor stimulation
Repeat studies:
Significant change in medical or neurological status
Recurrence of previous symptoms
Previous documentation of silent aspiration
Tx
program changes are indicated for diet textures or compensation techniques
Improved oral-motor function in profoundly neurologically impaired children have not shown to be directly correlated with improved pharyngeal transit time.
Slide136Vfss -- lIMITATIONS
Lack of standardization –
Positioning
Amount and order of presentation
Therapeutic modifications
Overly sensitive
Slide137vfss VS Clinical feeding evaluation (CFE)
Benefits of CFE first –
Establish baseline behaviors to compare with feeding during VFSS.
Feeding during VFSS is often not representative
Paradoxical performance
Has significant feeding d/o but swallows
Ba
without difficulty
Pre-determine types/textures of foods, order of presentation, optimal positioning, equipment needed
Able to formulate and test treatment strategies
Slide138Vfss
Confirms need for VFSS
Radiation exposure
Signs during CFE
Coughing/choking
Noisy, wet respirations
Subtle signs –unexplained respiratory infection or illness, difficulty managing oral secretions.
Aspiration can be silent
Logemann
reports 40% of adult patients who asp during VFSS not identified during bedside
Slide139Vfss
Pay particular attention to medical history, parent descript of feeding, subtle indicators of potential swallow dysfunction
Generalizability
of feeding sample has been questioned
Relatively brief sampling
Ba
may alter baby’s swallowing response
Not intended to identify GER as objective, but can be seen