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Paediatric dysphagia - Position statements European Society for Swallowing Disorders, Celia Harding, Margaret Walshe, Pascale Fichaux Bourin, Virginie.

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Presentation on theme: "Paediatric dysphagia - Position statements European Society for Swallowing Disorders, Celia Harding, Margaret Walshe, Pascale Fichaux Bourin, Virginie."— Presentation transcript:

1 Paediatric dysphagia - Position statements European Society for Swallowing Disorders, Celia Harding, Margaret Walshe, Pascale Fichaux Bourin, Virginie Woisard 3 rd ESSD Congress, Malmö Sweden September 2013

2 Plan… Definition Categories Guidelines for assessment and management

3 First of all several definitions have to be stated

4 In paediatric dysphagia: – Swallowing disorders – Feeding disorders Definitions Swallowing Disorders (SD) is the term used in this position statement because Oropharyngeal Dysphagia (OD) in paediatrics and oesophageal dysfunction are intrinsically linked so this term does not include feeding disorders

5 Newborn: infant born at term, with a birth weight of around 3.5 kg Preterm ‒By age: (define PMA or GA) Extremely pre-term is below 28 weeks Very preterm is 28 – 32 weeks Moderate / late pre-term is weeks ‒By weight: : Less than 2.5kg VLBW = 1.0kg – 1.5kg ELBW = up to 1.0kg Definitions: The different stages in paediatric development Definitions: The different stages in paediatric development The American Academy of Paediatrics (2004) recognised this problem over a decade ago with a call for consistency in the use of definitions to describe the length of gestation and age in neonates.

6 Neonate: a baby who is aged 28 days and below Infants: under 2 years of age Children: under 18 years of age Definitions: The different stages in paediatric development Definitions: The different stages in paediatric development The American Academy of Paediatrics (2004) recognised this problem over a decade ago with a call for consistency in the use of definitions to describe the length of gestation and age in neonates.

7 Proposition Plan for each category The main points of the problem (the main aetiologies, the prognostic factors …) Statement on screening Statement on assessment Statement on management of disorders and complications Statement on the multidisciplinary team

8 Swallowing disorders in Preterm

9 When: ‒At the time of transition from tube feeding to oral feeding, readiness for oral feeding must be assessed using a valid and reliable clinical tool. Currently there is no consensus for a specific instrument. ‒Screening should be performed during the first 2 years of life by use of paediatric checklist of children’s eating difficulties and a feeding observation. ‒In case of swallowing disorders where aspiration is suspected an instrumental evaluation has to be performed. Screening and assessment

10 How: – Observation of infant states, sucking, feeding skills during meal (breast or bottle feeding) and parent-infant interactions ‒In NICU (neonatal intensive care unit) assessment has to be performed using a Developmental Care approach (Als 1984): morbidity, behavior, sucking, feeding skills ‒After leaving neonatal care the screening should be performed by the infant’s pediatrician preferably during a routine visit by a meal observation ‒Instrumental assessment should be used judiciously ‒Validated feeding scales are recommended ‒Changes in infant feeding should be reported using validated scoring systems Screening and assessment

11 In NICU: there is no consensus regarding specific sensorimotor interventions ‒ Oral and non-oral sensorimotor interventions appear to improve oral feeding performance in preterm infants and could shorten the transition time to independent oral feeding in preterm infants. ‒The modality of intra-oral stimulations are discussed because oral hypersensitivity or defensiveness are very common during the first life in preterm and may interfere feeding skills’ development. Management

12 After leaving hospital these infants remain at risk, therefore: ‒Education on feeding and swallowing should be provided by a specialist multi-disciplinary team. ‒It is important to help families to understand better what are swallowing disorders to manage difficulties already present to prevent feeding skills delay and aversive feeding behavior Management

13 Swallowing disorders in Infant

14 Main points – SD may be secondary to disease but also to immaturity, so the diagnosis is an ongoing process. – Management of swallowing disorders and nutrition must be aggressive and immediate, because of the reduced nutritional reserve which impedes the weight gain and growth, reduces the defence mechanism against infection, and can influence the infant’s psychomotor and intellectual development. – SD in infants affects not only somatic development but also oromotor and psychomotor maturation. Main causes may be : neurologic, anatomic, secondary to systemic illness or to resolved medical conditions, a genetic syndrome, psycho-behavioural Low birthweight infants are at high risk of SD Problem Multidetermined disorders / Multiaxial diagnosis

15 Screening is not systematic but determined by diagnosis such as cleft palate, Pierre Robin sequence, Prader Willi Syndrome, low birthweight, perinatal stroke… Screening will be performed by observation of a meal In case of neurologic disease this screening may be planned regularly for instance twice during the first year of life and a minimum of once a year after. When aspiration is suspected a swallowing assessment has to be done Screening

16 How: – In all cases, the diagnosis must be thorough and accurate. – The clinical evaluation of SD is an evolving process including swallowing disorders and the ensuing consequences. – The assessment tool focusing on swallowing may be: a feeding test or meal observation with validated scales an instrumental assessment with FEES, or videofluoroscopy – Appropriate timing for follow up testing is required with videofluorscopy before 2 years of age and with FEES for the older child if necessary. – The assessment for ensuing consequences consist of the follow up of health and nutritional status, neurodevelopmental skills and mother-infant interactions with validated scales. Assessment

17 When: – For neonates and infants, with unknown pathology, an assessment is indicated when immature sucking skills, poor endurance for oral feeding and risk of aspiration (RGO, Bronchitis..) are noticed. – The clinical evaluation of SD being an evolving process, once management decisions are made clinicians and caregivers should monitor the infants. – During follow up, validated scales to measure skills should be used along side instrumental evaluation. – The frequency of follow up assessments decrease with the infant’s age; the main stages being weaning development and prelinguistic acquisition about 8 and 18 months. Assessment

18 Parents are the first caregivers as they are involved in the diagnosis and the management of the disorders Precursors are the same as for preterm infants If oral feeding is impossible, education is required on: – prevention of saliva’s aspiration – Improving oral skills despite the lack of oral-feeding experiences with sensorimotor stimulations ( flavour, smell, chewing toys…) – The Speech and Language Therapist can support the development of these skills In cases of modified food textures, caregivers and health providers have to compensate for the lack of sensation and for the impact of chewing and speech-motor acquisitions. It is recognized that thickeners and modified texture diets have some risks and it is important that the multi-disciplinary team work together to minimize the impact of these (dehydration, constipation, reduced appetite) Management

19 Swallowing disorders in Children

20 The main points – Psychological maturation and feeding behavioural disorders are critical during this period – Anatomical changes and growth can impact on swallowing skills and increase difficulties e.g. cerebral palsy, myopathies… The main causes of SD – Tumour – Neurological disorders – Neurodegenerative diseases – Respiratory disorders – Digestive disorders – Disorders of the ear, nose and throat Problematic

21 There is no systematic Screening In a population at risk, screening should be performed each year of life by a check list of children’s eating difficulties and/ or a feeding observation and should also involved a specific follow up of nutritional status In an acute situation, more in depth screening and assessment must be performed Screening

22 When: – Specific symptoms of dysphagia – Recurrent pneumonia without aetiology – Failure to thrive – Behavioural feeding disorders e.g. Limited food texture tolerance, high level of food refusal, high level of parental stress managing the meal time – Severe acquired disorders Assessment

23 How: – The assessment tool focusing on swallowing may be an instrumental assessment with FEES, or videofluoroscopy – Manometry and or impedance testing may be indicated when a reflux or UOS dysfunction are suspected – These instrumental assessments have to be performed after a specific clinical evaluation Assessment

24 Management Psychological dimension +++ Interaction child/parents Dietetic approach / nutritional status for growth needs Swallowing Re-education

25 Guidelines for assessment

26 Oro-pharyngeal evaluation of: – Oromotor skills with validated scales such as NOMAS® (neonatal oral-motor assessment scale) for infant before 1 month of life POSP ® (Oromotor assessment) SOMA ® for infants after 8 months – Feeding observation should collect: duration of the meal calorific intake amount taken and milk-volume interaction during the meal Clinical assessment

27 FEES provides a dynamic view of the pharyngo-larynx during: – Respiration – Crying or phonation – Saliva management – Swallowing. VFS is unable to test sensitivity but can show: – Aspiration – Oesophageal motility. – Adaptations (e.g. modified textures, specific strategies to support the child etc…) and – Positioning to minimise risk Instrumental assessment

28 It is recognized that due to the complex nature of SD in children, team-working is essential to minimize the health and psychosocial risks The MDT should include a range of professional (e.g. Paediatrician, SLT, Physiotherapist, Occupational therapist, Dietitian, Specialist nurse, Respiratory therapist, Clinical psychologist, Specialist doctors (when appropriate), Dentist, Social worker, education professionals), Carers, and Parents Programmes for children with SD need to be written by the MDT and agreed by all involved. In addition all programmes need to be re-evaluated regularly Programmes need to consider a child’s activity and participation Multi-disciplinary Team

29 Arvedson JC, Brodski L Pediatic swallowing and feeding: Assessment and management II edition Thomson Learning Schindler O., Ruoppolo G. Schindler A Deglutilogia II edition Omega edizioni Lau C et al Mizuno K. and Ueda A Premji et al, 2004 McCain et al, 2001 Als,1984 References


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