Interdisciplinary Assessment and Treatment of Pediatric Feeding Disorder and Avoidant-Restrictive Food Intake Disorder is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of home routines, treatment sessions, interdisciplinary consultation, and health-related skill support. In Interdisciplinary Assessment and Treatment of Pediatric Feeding Disorder and Avoidant-Restrictive Food Intake Disorder, for this course, the practical stakes show up in safe, humane intervention that respects health variables and daily-life feasibility, not in abstract discussion alone.
Provider: BehaviorLive — via Washington Association for Behavior Analysis
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Join Free →Pediatric feeding/mealtime challenges are estimated to occur at 2-5% of the population (Kovacic 20221). Long-term manifestations of eating and feeding difficulties are deleterious to individual health, family interactions, and quality of life (Goday 2019). In addition, these children often experience co-occurring conditions, most notably neurodevelopmental differences (8-55%), anxiety (9-72%), and gastrointestinal processes (19-44%) (Fonseca 2024, Van Buuren 2023, Sanchez-Cerezo 2022). Given these complexities, children with feeding and mealtime challenges are seen by professionals across numerous disciplines, all of whom play important roles in a child's eating journey. However, families are left navigating competing assessments and recommendations, further complicating their child's experience and progress. Significant work has been done to build common language and frameworks to guide professionals conceptualization of these challenges (Goday 2019, Estrem 2024). Building collaboration across disciplines is imperative to understand why a child struggles and how to help them successfully, independently, and comfortably learn to eat.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| LBA | 1 | — |
| COA | 0 | — |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
252 research articles with practitioner takeaways
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