Eating and Feeding Techniques

1. The Eating and Feeding Techniques handout focuses on supporting students with feeding difficulties caused by oral motor challenges, positioning needs, or environmental distractions. It explains how problems may arise from immature or abnormal oral patterns (e.g., tongue thrust, tonic bite, hypersensitive gag), and how therapy, positioning, and adaptive strategies can help. Proper posture of the trunk, pelvis, shoulders, and head is emphasized to promote safe swallowing and reduce risks such as aspiration. A calm, pleasant environment, with minimal distractions and appropriate visual supports, is recommended to make feeding successful. The handout also outlines common feeding problems—such as tactile defensiveness, poor bite control, choking, and food refusal—and provides intervention strategies to address each. Management includes developing individualized health and education plans (IHPs and IEPs) that specify diets, adaptive equipment, and feeding goals, while ensuring proper nutrition and hydration. Overall, the document highlights creating safe, supportive, and individualized feeding experiences that build skills, promote comfort, and prevent emergencies.

   
   

2. Oral Motor Competency 

3. a. Feeding difficulties can arise from impaired oral movements, persistence of primitive reflexes (biting, rooting, sucking-swallowing), or abnormal oral motor patterns (tongue thrust, tonic bite, gag reflex). 

4. b. Therapy may involve occupational therapists or speech-language pathologists. 

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2. Positive Practice 

3. a. Feeding skills require repeated practice with appropriate support. 

4. b. Assistance and practice speed up learning. 

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3. Environmental Factors 

4. a. Minimize distractions (noise, unpleasant smells). 

5. b. Use bright, contrasting utensils/placemats to aid attention. 

6. c. Feeding should be calm, pleasant, and never rushed or forced. 

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4. Positioning and Motor Control 

5. a. Proper positioning is essential: trunk, pelvis, shoulders, and head alignment all affect feeding success. 

6. b. Poor posture can cause difficulties with swallowing and increase aspiration risk. 

7. c. Adjustments may be needed for students with spasticity, extensor thrusting, low tone, athetoid movements, or persistent reflexes. 

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5. Feeding Problems & Interventions 

a. Oral tactile defensiveness or hyposensitivity: Gradual desensitization or stimulation programs. 
b. Tongue thrust: Managed through posture, food consistency, jaw support, and vibratory/tactile input. 
c. Tonic/unsustained bite: Addressed by controlled feeding strategies, jaw support, tactile input, and strengthening exercises. 
d. Hypersensitive gag: Managed with desensitization, gradual food texture changes, and oral touch programs. 
e. Choking/Aspiration: Proper positioning, monitoring, and emergency procedures (e.g., Heimlich maneuver). 
f. Allergies: Managed with elimination diets and monitoring by health professionals. 

6. Management Considerations 

7. a. Individualized Health Plans (IHP) and Individualized Educational Programs (IEP): Specify diet restrictions, assistive strategies, adaptive equipment, and feeding goals. 

8. b. Nutrition & Hydration: Balanced diet and fluid intake are essential. Adjust caloric intake based on activity level and muscle tone. 

9. c. Medication effects: Some drugs affect appetite, nutrient absorption, or hydration, requiring dietary adjustments. 

SUMMARY: The handout emphasizes safe, supportive, and individualized feeding strategies for students with disabilities. It highlights the importance of positioning, environmental setup, adaptive techniques, emergency preparedness, and collaboration between caregivers, teachers, and health professionals.