校本语言病理学家临床进食吞咽评价。

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: 2023-11-29 DOI:10.1044/2023_LSHSS-23-00019
Elisabeth C D'Angelo
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引用次数: 0

摘要

目的:从学前班到高中,吃饭是学校生活的一部分。有进食和/或吞咽问题的儿童现在在我们的社区学校,我们有责任照顾他们,他们需要足够的营养和水分来参加学校和学习课程。整个孩子都在学校,包括他们所有的医疗、行为、社会和教育需求。这篇临床重点文章描述了学校语言病理学家(SLP)领导支持儿童的团队在学校环境中评估吞咽和喂养的整体过程。方法:本文以临床为重点,探讨学校SLP在儿童进食障碍(PFDs)诊断中的评估过程,其中可能包括吞咽困难。详细描述了相关的美国教育法、PFD、与饮食有关的多个系统的评估过程,以及与跨学科团队的合作。利用PFD的四个重叠领域(医学、社会心理、喂养技能系统和相关营养方面)、医学和背景历史收集;与仪器结果集成;并且在评估中需要详细考虑发育、身体、认知、社会、行为、家庭和文化等方面的复杂相互作用。结论:学龄儿童需要安全和充足的营养和水分来学习和参与社会。SLP在评估吞咽和喂养以及制定团队实施计划方面在学校团队中起主导作用。描述了一个以学校为基础的整体SLP临床评估过程。
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Clinical Feeding and Swallowing Evaluation for the School-Based Speech-Language Pathologist.

Purpose: From preschool through high school, eating is part of the school day. Children with feeding and/or swallowing issues are now in our neighborhood schools, our responsibility in our care, and require adequate nutrition and hydration to participate in school and access the curriculum. The whole child is in school, including all of their medical, behavioral, social, and educational needs. This clinical focus article describes a holistic process of evaluating swallowing and feeding in the school setting for the school speech-language pathologist (SLP) leading the team supporting the child.

Method: This clinical focus article explores the evaluation process in the educational setting for the school SLP in identification of pediatric feeding disorders (PFDs), which can involve dysphagia. Detailed descriptions of the related U.S. educational law, PFD, assessment processes for the multiple systems relating to eating, and collaboration with an interdisciplinary team are highlighted. Using the four overlapping domains of PFD (medical, psychosocial, feeding skill-based systems and associated nutritional aspects), medical and background history gathering; integration with instrumental results; and the need to consider the complex interaction of developmental, physical, cognitive, social, behavioral, family, and cultural aspects in the evaluation are detailed.

Conclusions: School-age children require safe and adequate nutrition and hydration for learning and social participation. The SLP has a lead role in the school team in evaluating swallowing and feeding, and developing a plan for team implementation. A holistic school-based SLP clinical evaluation process is described.

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来源期刊
Language Speech and Hearing Services in Schools
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.
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