Pediatric feeding difficulties represent one of the most complex clinical challenges in applied behavior analysis. Between 20% and 50% of typically developing children present with feeding difficulties, and this rate rises to 70-89% among children with developmental disabilities.
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Join Free →Feeding is the second most important function of each living organism, after breathing. Feeding issues are very complex and require highly specialized assessment and treatment. Between 20%-50% of typically developing children and 70-89% of children with developmental disabilities present with feeding difficulties. Atypical feeding occurs more frequently in autistic children (70.4%) when compared to typically developing children (4.8%). Complexity of feeding issues requires complex approach. The purpose of this presentation is to introduce importance of organic variables affecting feeding behaviors, assessments of feeding skills, developmental readiness, oral-motor difficulties in children with autism, and the role of integrated care in addressing feeding issues.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. Katarzyna Motylewicz, DBH, BCBA, QBA, licensed in NY, CT, AZ, OH, and MS, completed her undergraduate program in psychology at the City University of New York (CUNY), graduate training in education and special education at the Graduate School of Education and Psychology (Touro College), graduate training in applied behavioral analysis at the Pennsylvania University (Penn State), and her doctoral degree in behavioral health with a specialty in integrated care. She is interested in an integrated approach to the treatment of individuals with autism. Her clinical focus is on addressing motor impairments affecting social-communication and play skills, and motor difficulties affecting feeding skills in the pediatric population with autism spectrum disorder (ASD). As a former athlete, karate practitioner and instructor, she was able to bring her passion into her clinical work, which resulted in the development of a functional training protocol for clinicians working with individuals with ASD. She has worked as a clinical director, consultant, and a lead BCBA in various fields, including early intervention and private sector. She had served as a faculty associate in the doctoral program at the Cummings Graduate Institute for Behavioral Health Studies in Phoenix, Arizona and as an International Standard Committee Member at the Qualified Applied Behavior Analysis Credentialing Board (QABA). She is also a NYS certified special education teacher, certified PEERS Program provider, and a feeding specialist.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.