Tsu-Hsin Howe, Tien-Ni Wang; Systematic Review of Interventions Used in or Relevant to Occupational Therapy for Children With Feeding Difficulties Ages Birth–5 Years. Am J Occup Ther 2013;67(4):405–412. https://doi.org/10.5014/ajot.2013.004564
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Research articles on the effectiveness of feeding interventions for infants and young children were identified, appraised, and synthesized. Thirty-four studies met the inclusion criteria and were reviewed. Three broad intervention themes regarding feeding approaches were identified on the basis of their theoretical orientations. These three feeding approaches were (1) behavioral interventions, (2) parent-directed and educational interventions, and (3) physiological interventions. Synthesis of the evidence suggested that various feeding approaches may result in positive outcomes in the areas of feeding performance, feeding interaction, and feeding competence of parents and children. This synthesis of empirical evidence supporting interventions for feeding problems provides a foundation for future research to define the types of outcomes that can be expected for children with different diagnoses or functional impairments and to develop best practice guidelines.
Establishing a developmental sequence of self-feeding skills; for example, teaching a child to hold a spoon, scoop food, or bring a spoon to mouth as prerequisite feeding skills
Improving acceptance of a wide variety of foods and textures; for example, using various sensorimotor-based feeding strategies or behavioral modification methods to improve feeding behaviors of children who have restricted food preferences or food aversion
Improving oral–motor skills, for example, sucking, chewing, propelling, and swallowing food effectively, efficiently, and safely (Kerwin, 1999).
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