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Addressing Behavioral and/or Sensorimotor Feeding Disorders in Schools

presented by Emily M. Homer

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Disclosure Statement:

Financial: Emily Homer receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Emily Home has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
Children with behavioral and/or sensorimotor feeding disorders often have behaviors that affect their participation in mealtimes at school and their ability to access their curriculum. This course will define a behavioral feeding disorder in the context of a school system, discuss the areas that must be considered when identifying students with behavioral feeding disorders, share a process of identification in the schools, and establish a plan of action for a district to serve these students.

Meet Your Instructor

Emily M. Homer, MA, CCC-SLP

Emily Homer, MA, CCC-SLP has worked in the school systems for the majority of her career in Speech Language Pathology. She provides presentations and consultation services to school districts throughout the country on addressing swallowing and feeding in school systems. She is the 1999 recipient of the Louis M. DiCarlo Award for the establishment of…

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Chapters & Learning Objectives

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1. What Is a Behavioral Feeding Disorder?

Chapter One will define behavioral feeding disorders and identify behaviors associated with these concerns. Prior to addressing behavioral feeding disorders, it is important to define a behavioral feeding disorder and to be able to recognize its signs and symptoms. This chapter will provide a definition and discuss signs and symptoms from the perspective of family and school.

2. Identifying Behavioral Feeding Disorders in the School Setting

In order to evaluate and determine if a student has a behavioral feeding disorder, the district team must consider four areas. This chapter will review each area that should be considered and evaluated as part of the process of addressing the behaviors.

3. Four-Tiered Approach to Classifying and Treating Behavioral Feeding Disorders

Behavioral feeding disorders occur early in a child’s educational experience, with them often starting school at three with concerns. This chapter will identify the different levels of severity and how to address them using a four-tiered approach. Goals by experts in the field of behavioral feeding disorders will be shared, and things districts can do will be identified.

More Courses in this Series

Getting Started Addressing Swallowing & Feeding in the School Setting

Presented by Emily M. Homer, MA, CCC-SLP

Getting Started Addressing Swallowing & Feeding in the School Setting

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Is a school system required, according to IDEA, to address swallowing and feeding disorders a medically complex disorder? What is the educational relevance that justifies it and how can a district begin the process of addressing swallowing and feeding? This course will provide school districts with the information required to understand the educational relevance of working with swallowing and feeding, as well as how a school district can use the structure already in place to address swallowing and feeding disorders using a team approach. A system-supported procedure will ensure that districts safely feed children at school following guidelines from current legal cases as well as IDEA regulations.

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A System-Wide Procedure for Addressing Swallowing & Feeding in Schools

Presented by Emily M. Homer, MA, CCC-SLP

A System-Wide Procedure for Addressing Swallowing & Feeding in Schools

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
How can a school district successfully address swallowing and feeding? Addressing swallowing and feeding in an educational setting presents with unique challenges. This session will provide a time-tested, comprehensive procedure that provides the step-by-step process for managing swallowing and feeding in a school setting. This procedure is a proactive approach that includes identifying students, establishing a safe feeding plan, delineating roles and responsibilities and providing the documentation that is needed for a district to be proactive when the primary issue is ensuring safety. This system-wide procedure presented will clarify to school districts how this complex disorder can safely be managed.

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Management & Treatment of Swallowing & Feeding Disorders in Schools

Presented by Emily M. Homer, MA, CCC-SLP

Management & Treatment of Swallowing & Feeding Disorders in Schools

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
This course will provide information on managing and treating swallowing and feeding disorders in the school setting once a safe feeding plan has been established. Management and treatment includes setting goals to establish, maintain or to advance a student’s ability to eat in a more normalized manner. There are four levels of management that will be discussed: collaborative consultation, direct therapeutic intervention, intervention with the student with progressive disorders or who is medically fragile, and transition to or from tube feeding. School-based therapists will be able to use this structure to design therapeutic intervention specific to a student’s status, functioning level and disorder.

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