presented by Emily M. Homer
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.
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 an interdisciplinary dysphagia team in her district and served as Chair of the ASHA Committee on Swallowing and Feeding Disorders in the Schools. She is the author of Managing Swallowing and Feeding Disorders in Schools, Plural Publishing (2016). In addition, Ms. Homer has published articles on swallowing and feeding in the school setting in Language, Speech and Hearing Services in the Schools, Seminars in Speech and Language, Communication Disorders Casebook: Learning by Example, and Survival Guide for School-Based Speech/Language Pathologists, and Division 13 and 16 newsletters, and has been featured in the ASHA Leader and Advance magazine
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.
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.
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.