The ASHA Leader - February 2015 - 37

S C h o o L M At t E R S

into a formal diagnosis of
swallowing and feeding disorders
with appropriate written
documentation.
* Indications for, and procedures
involved with, instrumental
techniques used to assist in
diagnosis and management.
* Basic management issues, including
how to determine candidacy for
intervention, as well as how to
implement compensations and
habilitative/rehabilitative therapy
techniques.
* How to educate and counsel
individuals with swallowing and/or
feeding problems and their parents,
care providers or other supporting
persons.
* Importance of quality of life issues
as they relate to the student and
the student's family.
* Ability to identify and use
appropriate functional outcome
measures.
* Understanding of medical issues
related to swallowing and feeding
disorders
These broad basic competencies
include specific knowledge in several
areas.
Diet modification-Understanding
the value and use of modified food
and drink consistencies such as
puree, mechanical soft, puddingthick, nectar-thick, honey-thick and
thin; and being able to educate others
about diet modifications for safe
swallow.
Accommodations-Allowing the
student extra time to complete snacks
and meals to maximize swallow
safety, nutrition and hydration.
Positioning for safe swallow-
Understanding the importance of
body positioning for safe swallow.
For example, if able, a child should
be positioned with his or her head
upright and stabilized, hips bent at
90 degrees in a sitting position with
the feet stabilized. If the child is in a
reclining wheelchair or bed, he or she
should maintain an upright position
for at least 30 minutes after meals

to prevent reflux and subsequent
aspiration.
Adaptive equipment-Knowing
about the use of adaptive equipment
to facilitate safe swallow and selffeeding, such as adaptive cups,
spoons and plates, and use of dycem
to hold plates, cups and utensils in
place.
Emergency preparedness-
Acquiring necessary emergency
training when working with students
who have feeding and swallowing
disorders, including training in the
use of the Heimlich maneuver and
cardiopulmonary resuscitation in
cases of airway obstruction.
Roles of dysphagia team
members-Understanding the role
of each team member, including
the physical therapist, occupational
therapist, nurse, dietician, cafeteria
staff, social worker, teacher,
paraprofessional, physician and
parent, and valuing what each team
member brings.
IDEA-Understanding the federal
law and regulations, including the 13
disability categories, and knowing
how feeding and swallowing
disorders may affect educational
performance.
Identifying the signs and
symptoms-Recognizing signs
and symptoms of aspiration and
aspiration pneumonia, including
a wet or gurgly voice and cough,
spiking a fever, wet lung sounds,
generalized malaise and refusal to eat
or drink.

on tHe job

So where do you find programs
to continue your professional
development and growth? ASHA
and other continuing education
providers offer courses on managing
dysphagia in the schools, evaluation
of pediatric feeding and swallowing,
and team development and treatment
strategies for school-based dysphagia
intervention.
ASHA members can also
join Special Interest Group 13,
Swallowing and Swallowing
Disorders (www.asha.org/SIG/13), to
learn more from dysphagia experts.
This group focuses on feeding and
swallowing issues in all clinical
settings and provides education and
support through its Perspectives
newsletter and e-mail list. Many SIG
13 members have received clinical
specialty certification in swallowing
(www.swallowingdisorders.org).
In addition to professional
development programs and
affiliations, ASHA's pediatric
dysphagia practice portal (on.
asha.org/ped-dysphagia) offers
information that can help broaden
your knowledge. Finally, inquire
within your state or local district.
You may find dysphagia experts
through your state association close
to home who could serve as mentors
or models to you along the way.
Lisa Rai Mabry-Price, MS, CCC-SLP, is
associate director for ASHA school services.
lmabry-price@asha.org

Beckman Oral Motor Assesment & Intervention Training
* Two days of intensive hands-on learning * Clinical-classroom seating * 1.6 CEUs
Upcoming Dates & Locations
Belgrade, MT

Jan. 9-10, 2015

McAlester, OK

Jan. 22-23, 2015

Stafford, TX

May 14-15, 2015
Sep. 18-19, 2015

Atlanta, GA
For hosting
information email info@
beckmanoralmotor.com
or call (407)590-4852

May 1-2, 2015

San Antonio, TX

Feb. 6-7, 2015

Pasadena, TX

Washington, DC

Mar. 5-6, 2015

Hickory, NC

Oct. 2-3, 2015

Greeley, CO

Mar. 26-27, 2015

San Antonio, TX

Oct. 15-16, 2015

Round Rock, TX

Apr. 10-11, 2015

Minneapolis, MN

Oct. 23-24, 2015

To view this course brochure, for additional information & to register online visit www. beckmanoralmotor.com

le Ader .pubS. ASHA .org

http://www.asha.org/SIG/13 http://www.swallowingdisorders.org http://on.asha.org/ped-dysphagia http://on.asha.org/ped-dysphagia http://www.beckmanoralmotor.com http://www.beckmanoralmotor.com http://leAder.pubS.ASHA.org

The ASHA Leader - February 2015

Table of Contents for the Digital Edition of The ASHA Leader - February 2015