Management of Swallowing and Feeding Disorders in Schools PDF
Preview Management of Swallowing and Feeding Disorders in Schools
Management of Swallowing and Feeding Disorders in Schools Management of Swallowing and Feeding Disorders in Schools Emily M. Homer, MA, CCC-SLP 5521 Ruffin Road San Diego, CA 92123 e-mail: [email protected] Website: http://www.pluralpublishing.com Copyright © by Plural Publishing, Inc. 2016 Typeset in 11/13 Garamond by Flanagan’s Publishing Services, Inc. Printed in the United States of America by McNaughton & Gunn, Inc. All rights, including that of translation, reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, including photocopying, recording, taping, Web distribution, or information storage and retrieval systems without the prior written consent of the publisher. For permission to use material from this text, contact us by Telephone: (866) 758-7251 Fax: (888) 758-7255 e-mail: [email protected] Every attempt has been made to contact the copyright holders for material originally printed in another source. If any have been inadvertently overlooked, the publishers will gladly make the necessary arrangements at the first opportunity. NOTICE TO THE READER Care has been taken to confirm the accuracy of the indications, procedures, drug dosages, and diagnosis and remediation protocols presented in this book and to ensure that they conform to the practices of the general medical and health services communities. However, the authors, editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication. The diagnostic and remediation protocols and the medications described do not necessarily have specific approval by the Food and Drug administration for use in the disorders and/or diseases and dosages for which they are recommended. Application of this information in a particular situation remains the professional responsibility of the practitioner. Because stan- dards of practice and usage change, it is the responsibility of the practitioner to keep abreast of revised recommendations, dosages, and procedures. Library of Congress Cataloging-in-Publication Data Homer, Emily M., author. Management of swallowing and feeding disorders in schools / Emily M. Homer. p. ; cm. Includes bibliographical references and index. ISBN 978-1-59756-515-8 (alk. paper) — ISBN 1-59756-515-6 (alk. paper) I. Title. [DNLM: 1. Child. 2. Deglutition Disorders — rehabilitation. 3. Adolescent. 4. Disabled Children — rehabilitation. 5. Feeding and Eating Disorders of Childhood. 6. School Health Services. WI 250] RJ206 649'.151 — dc23 2015022422 Contents Foreword by Joan C. Arvedson, PhD, CCC-SLP, vii BC-NCD, BRS-S, ASHA Fellow Introduction ix Acknowledgments xii Contributors xiii 1 Getting Started: Addressing Swallowing and Feeding 1 in the School Setting Emily M. Homer 2 Legal, Regulatory, and Ethical Considerations 39 Lissa A. Power-deFur 3 A Time-Tested Procedure for Addressing Swallowing 69 and Feeding in the School Setting Emily M. Homer 4 Recognizing Swallowing Impairment in the School 107 Setting Memorie M. Gosa 5 Management of Swallowing and Feeding in the 135 Schools: Preschool Through 12th Grade Emily M. Homer 6 Working With Children With Behavioral and/or 171 Sensorimotor Feeding Disorders Emily M. Homer 7 Addressing Nutrition in the School Setting 203 Emily M. Homer v vi Management of Swallowing and Feeding Disorders in Schools 8 Working With Parents/Guardians of Students With 227 Swallowing and Feeding Disorders in the School Setting Emily M. Homer 9 Providing Swallowing and Feeding Services in the 249 Schools: Training and Competency Issues Emily M. Homer Appendix A. Swallowing and Feeding Team Referral 265 Form Appendix B. Swallowing and Feeding Plan Form 267 Appendix C. Swallowing and Feeding Team Case 269 Manager Transfer Form Appendix D. Parental/Guardian Interview Form 271 Appendix E. Interdisciplinary Observation Form 277 Appendix F. Pre-IEP Conference Form 287 Appendix G. Prescription of School Meal Modification 289 Form Appendix H. Pre-Instrumental Examination 293 Information Form Appendix I. Swallowing and Feeding Team Procedure 295 Checklist Appendix J. Communication With Medical Providers Tool 297 Appendix K. School-Based Swallowing and Feeding 299 Team Daily Feeding Log Index 301 Foreword I am privileged to be asked to write this foreword to Man- agement of Swallowing and Feeding Disorders in Schools. This book is anticipated to become a major resource for speech- language pathologists (SLPs) and other professionals in a variety of school settings as they are increasingly being faced with chil- dren demonstrating a range of swallowing problems (dyspha- gia) as well as broader-based feeding problems. The American Speech-Language-Hearing Association has developed guidelines for SLPs that include knowledge and skills needed, roles and responsibilities, and also stresses the need for interdisciplinary teams. A major strength of this book is that it provides guidance in practical ways that cover a wide range of topics important to optimizing evaluation and intervention for these children, so they can function in their educational environments in the best ways possible. Populations of children with swallowing and feeding disor- ders vary markedly. These children are in school settings. Many children have complex medical and surgical histories with var- ied severity of their conditions and changes expected over time. Thus, it is vital that professionals in the schools have extensive knowledge regarding underlying etiologies, nutrition, and health needs. Risks for aspiration must be considered in decision mak- ing, especially for children with underlying neurologic deficits. This book not only provides information in these areas, it also provides guidelines related to legal and ethical issues that must be taken into account for decision making by the school team and parents/caregivers working together for the best possible outcomes for all children to optimize school achievement and overall quality of life. Chapter headings in this book cover the following topics: Addressing dysphagia in the school setting, legal issues, team approaches to identification and management, importance of safe swallowing, management processes preschool through 12th grade, children with behavioral and/or sensorimotor feed- ing disorders, addressing nutrition in the schools, working with vii viii Management of Swallowing and Feeding Disorders in Schools parents/caregivers, and finally, training and competency issues in the schools. All of this information is provided in a team approach that is vital to total care of every child with swallowing and feeding problems. Overall, this book is an important resource for all pro- fessionals working with children in the schools who deserve the best possible care in these areas that are critical as a foundation for all learning and experiences in life. — Joan C. Arvedson, PhD, CCC-SLP, BC-NCD, BRS-S, ASHA Fellow Board Recognized Specialist in Swallowing and Swallowing Disorders Program Coordinator, Feeding and Swallowing Services Children’s Hospital of Wisconsin-Milwaukee Milwaukee, Wisconsin Introduction In 1995 my husband and I had our third daughter, Jojo, who was 11 and 16 years younger than our other two girls. I took a year sabbatical and during that year attended a Jeri Logemann presentation on dysphagia. When I returned to work the next year, I was curious about children with dysphagia in my school district. Three things happened that led my school district to form an interdisciplinary swallowing and feeding team. 1. A student’s IEP came to my attention because it had a dysphasia goal (notice the misspelling) that was written by a classroom teacher. The goal stated that if the child starts choking to have her sit with her chin down and then give her coke. This child did not receive speech and language or occupational therapy services, so this was being written and implemented by a special educa- tion teacher. Obviously, at some point the student had been treated for dysphagia, but not unlike the child- hood game of telephone where the message is changed by the time it gets back to the first child, the plan for addressing a choking situation had drastically changed over the years. 2. The second event that took place was when an elemen- tary student in my district went on a class field trip (mother was chaperoning) and choked at McDonalds. After that incident, the mother informed the school for the first time that her son had a paralyzed vocal cord, and she wanted to know what the school was going to do if her child choked at school. We did not have a procedure in place to address this type of concern. 3. Finally, the third event, which occurred in 1996, was that the Medicaid cap for speech and language services went into effect, and some SLPs moved from working in the hospital setting to working in the schools. These SLPs with medical experience brought with them their skills, knowledge, and experience with dysphagia. They ix
The list of books you might like
