Dysphagia Service Delivery in the Educational Setting: Pediatric Feeding Disorder and the Culturally Responsive Clinician.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Language Speech and Hearing Services in Schools Pub Date : 2024-04-11 Epub Date: 2024-04-01 DOI:10.1044/2024_LSHSS-23-00042

Anais Villaluna, Carolyn Dolby

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Abstract

Purpose: This article addresses considerations for the speech-language pathologist to ensure culturally competent dysphagia management in the school setting for children with oral motor, swallowing, and pediatric feeding disorders (PFDs). There is also discussion of the multifactorial cultural and linguistic influences that impact collaborative educational decisions when establishing and implementing school-based dysphagia services.

Conclusions: The consideration of cultural and linguistic factors for the child with oral motor, swallowing, and/or PFDs is essential when diagnosing, treating, and planning for dysphagia service delivery. By recognizing and including culturally appropriate interventions and recommendations, speech-language pathologists enhance opportunities for positive outcomes and treatment efficacy when providing pediatric dysphagia services in the educational setting for children from culturally and linguistically diverse backgrounds.

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在教育环境中提供吞咽困难服务：小儿喂养障碍与文化应对型临床医生》。

目的：本文讨论了言语病理学家在学校环境中对患有口腔运动障碍、吞咽障碍和小儿喂养障碍（PFDs）的儿童进行吞咽困难管理时应考虑的因素，以确保符合文化要求。此外，还讨论了在建立和实施基于学校的吞咽困难服务时，影响合作教育决策的多因素文化和语言影响：结论：在诊断、治疗和规划吞咽困难服务时，考虑患有口腔运动、吞咽和/或进食障碍的儿童的文化和语言因素至关重要。言语病理学家在教育环境中为来自不同文化和语言背景的儿童提供小儿吞咽困难服务时，应认识到并纳入文化上适当的干预措施和建议，从而增加取得积极成果和治疗效果的机会。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.