2026 International PFD Conference

Thank you for joining us for our April 22nd live networking discussion! Please forward the video to minute 02:08 to start. 

Guest speaker Tracy Camille Johnson M.S., CCC-SLP was joined by our conference chairs Pamela Knight and Kristen West to discuss the following guiding questions. 

Theme: Access to Resources & Regional Gaps

Theme: Mentorship & Collaborative Care

Feeding Development: Beyond the growth chart

SGSC Keynote Speaker: Alex Turnbull, RDN, LD

The goal of this event is to elevate the family perspective alongside professionals and community partners to meet the needs of the family and child with feeding differences. For decades, child health has focused on growth and nutrition, measured by height, weight, and head circumference. However, ongoing research and the lived experience has shown that feeding development is far more complex. Caregivers and health care professionals will move beyond the growth chart and delve into measures of growth for children with feeding differences.  Attendees will walk away with examples of goals that properly measure the growth and development of a child with feeding differences and the language needed to advocate for this change.

Our keynote speaker Alex Turnbull, RDN, LD will kick out the Summit and be joined by Tessa Gonzalez, MD, FAAP. This family centered nutrition and growth discussion is one you don't want to miss. Let's discuss the growth chart, together. 

Learning Objectives: 

List 3 measurable goals you can share with a provider that align with the growth of a child with feeding differences.

Identify 3 measures of growth for children with feeding differences besides ones identified in a traditional growth chart.

Identify 2 actionable items to take to your community that advocate for feeding differences beyond the growth chart.

Micro-keynote handout link: Alex Turnbull- keynote slides

Micro-keynote "Try It Tracker" resource: Try it Tracker

Hear from conference chairs Pamela Knight and Dr. Kristen West and they welcome you to our 2026 conference and are followed by Part 1 of our family voices stories.

Family-centered coaching and EI teaming transform mealtimes for infants and toddlers with PFD by supporting caregiver confidence, reducing stress, and fostering progress through natural routines. This session explores evidence-based strategies, strong partnerships, and access barriers to create collaborative, sustainable solutions that empower families in their daily life.

Learning Objectives: 

List the five foundational coaching strategies for supporting family mealtime routines in Early Intervention. 

Describe 2 natural learning environment principles for feeding support of infants and toddlers with PFD.

Summarize the impact of caregiver stress on daily routines when managing infant/toddler feeding disorders. 

List two barriers to early intervention access for children with feeding challenges. 

Treating pediatric feeding patients in isolation, without connection to a team of professionals and caregivers involved in their care doesn’t have to be the norm. With the right tools and shared commitment, we can move from isolated care to integrated support systems that truly benefit the whole child.

Learning Objectives:

Identify 3 common barriers to continuity of care in pediatric settings. 

Describe 3 negative results that can occur with fragmented care. 

Apply 2 strategies to improve care transitions in a real or hypothetical situation. 

This presentation will explore the relationship between food allergy and pediatric feeding disorder (PFD). Synthesizing research and clinical expertise, the presenter will discuss best-practice assessment and management strategies, based on learnings from her current PhD studies and clinical practice. The session will highlight the importance of responsive, family-centered care. 

Learning Objectives: 

Describe two different types of food allergies and how they might present in infants and children.

List two common characteristics of pediatric feeding disorder (PFD) reported in existing research regarding food allergy in children.

Apply knowledge to assessment and treatment of PFD in this population.

This session will examine the development of an innovative, online parent psycho-education program for parents of children with ARFID. This presentation analyzes systematic neuro-affirmative, trauma-informed parent education methods that enhance therapeutic outcomes while improving access to specialized ARFID interventions through structured online delivery.

Learning Objectives: 

Analyze evidence-based parent coaching strategies that extend feeding therapy's impact beyond clinic sessions.

Evaluate neuro-affirmative approaches that shift ARFID treatment from deficit-based to strengths-based interventions.

Describe 1 systematic parent psycho-education frameworks for implementation into therapists' clinical feeding practices.

This session will focus on a research investigation examining the effect of a sensory and oral-motor-based systematic desensitization feeding therapy program in schools. Five children with Down syndrome participated in this A-B-A withdrawal design. Caregivers participated in weekly education sessions to facilitate essential collaboration in the feeding therapy program.

Learning Objectives:

Define the diagnostic criteria of pediatric feeding disorders.

List three ways feeding/swallowing disorders may impact a student with Down Syndrome's access to education.

Describe the effect of sensory and oral-motor-based systematic desensitization feeding therapy in schools.

Join us for our Presenting Sponsor Mead Johnson Nutrition's Fireside Chat over lunch!

Speaker: Ramya Kumar M.S. CCC-SLP, BCS-S, CNT, NDS, IBCLC, NTMTC, SBCS, TIP 

Title: Trauma Informed and Family Centered Care! Keeping the Family Unit at the Center of Pediatric Feeding Disorders

Learning Objectives:

• List the four components of family centered care
• Identify ways to apply trauma informed care to support a family experiencing feeding difficulties
• Understand the trauma response cycles and sequence of engagement impacting families during clinical decision-making

This session presents findings from a study evaluating a virtual parent education online program for families of children with pediatric feeding disorder. Outcomes related to parental confidence, program feasibility, and acceptability are discussed, emphasizing the potential of virtual education to enhance access to care in underserved communities. 

Learning Objectives: 

Describe 2 barriers to accessing pediatric feeding support in rural and remote communities. 

Describe 1 feature of a virtual, synchronous parent education program. 

Summarize key finds of a quasi-experimental study on the influence of the program on parent confidence and acceptability of the program. 

Late and moderate preterm (LMPT) infants are often overlooked for developmental, feeding, and nutrition risk. We share evidence from the literature and clinical experience on the importance of monitoring LMPT infants as a preterm population and how to support the caregiver-LMPT infant dyad for optimal outcomes.

Learning Objectives: 

Summarize features that put late and moderate preterm infants at risk for challenges in each of the 4 pediatric feeding disorder domains.

List 2 strategies for supporting various ways of feeding including breast/chest feeding, bottle feeding, and formula feeding.

Apply provider-caregiver interaction strategies that support caregiver confidence in responding to their child's cues.

This session presents a co-designed approach to workforce development for ARFID in New Zealand, focusing on the impact initiatives such as multidisciplinary foundational training, peer supervision, and indigenous terminology in ARFID. The goal was to support responsive, informed care across professional contexts in Aotearoa New Zealand.

Learning Objectives:

Describe the co-design approach to ARFID workforce development in Aotearoa New Zealand.

Summarize key initiatives such as training, self-directed eLearning and peer supervision.

Evaluate how to build awareness of indigenous and lived-experience resources from this context.

This presentation will first provide an overview of a hospital-based multidisciplinary assessment for ARFID at an eating disorders program. Next, several case studies will illustrate how to individualize behavioral treatment components and how to set cases up for long-term success when providing treatment to adolescents with ARFID.   

Learning Objectives:

List two examples of protocols that can be used during an ARFID intervention.

Summarize the role of one specific discipline in a multidisciplinary team and a goal that can be set within that scope.

Describe two benefits of collaborating with clients when designing an intervention.

Across disciplines, research reveals when we follow the child, reinforce connection, and coach caregivers to shape from within engagement, mealtimes become a place of learning and joy. It's about constructing conditions under which exploration, engagement, and sampling naturally emerge. 

Learning Objectives: 

Describe the difference between responsive and directive clinician behavior.

Analyze how patterns of response impact child engagement during mealtime routines.

Evaluate clinical scenarios to identify proactive strategies and shaping procedures that support the transition from avoidance to engagement.

Temporary feeding tubes are often viewed as low-impact solutions to provide nutrition for children unable to meet growth needs through oral intake. This presentation shares mixed-methods evidence-based research highlighting hidden burdens; financial strain, family disruption, and time demands. Attendees will gain practical insight into supporting families through consistent, family-centered care.

Learning Objectives:

Identify factors contributing to disruption in family life related to temporary tube feeding.

Summarize study findings to better inform family-centered education, discharge planning and follow-up care and support.

Describe 2 support strategies to reduce the financial strain and time burden on families.

This session covers a national initiative between Children’s Healthcare of Atlanta and Feeding Matters to address educational gaps on PFD through the development of online educational modules. An overview of the educational modules, study, and early results will be shared. 

Learning Objectives: 

Define the diagnostic criteria for PFD across all four domains and highlighting the importance of primary care physicians.

Describe the interdisciplinary process involved for creating PFD educational modules.

Summarize and evaluate early findings from results of the pre and post module knowledge test. 

Profound ethical questions arise over the course of pediatric feeding care. What characterizes care? How do we honor lived experience alongside professional expertise? And how can we move forward together, even amid disagreement? 

In this keynote, Dr. John Lysaker, William R. Kenan University Professor at Emory University, will explore the ethical dimensions of feeding development through the lenses of moral philosophy and philosophical psychology. Drawing from concepts of epistemic virtue and collaborative beneficence, Dr. Lysaker will challenge us to reconsider how we understand interdisciplinary clinical spaces as sites of inquiry and care, and how we conceive of patient empowerment for vulnerable populations still in the early stages of development. 

Attendees will leave with fresh insight into navigating the gray areas of practice, broader understanding of the value of meaningful disagreement, and aspiring toward patient-centered, ethically grounded care in a culture of moral ambition. This thought-provoking session will inspire us not only to “do good” but to do so with intention, curiosity, and generous respect for the diverse voices at the table.

Learning Objectives:

Summarize the contours of cultures of moral ambition. 

Describe the ethics of iterative care as a process of shared deliberation driven. 

List 2 ways to better navigate disagreement and moral complexity in clinical and family-centered decision making through considerations of epistemic virtues. 

Evaluate links between respect for patient autonomy, clinical beneficence, and patient empowerment. 

Define ways to effectively integrate stakeholder lived experiences into practices of iterative care.  

Join us for the second part of our Family Voices stories.

This session highlights how the Feeding Matters Patient and Family Centered Consortium united families and lived experiences to co-create national research priorities for PFD and ARFID. Through shared leadership and lived experience, the group identified urgent needs in early identification, care practices, and family support, offering a model for equitable, community-driven research.

Learning Objectives:

Identify barriers to integrating lived experience into pediatric feeding research and strategies the consortium used to address them.

Summarize how consensus-building shaped the development of a shared research agenda for PFD and ARFID.

Apply family-centered research principles to enhance participant-driven engagement in your own work or institutional projects.

Describe the three research themes prioritized by the consortium to guide future pediatric feeding disorder research.

In this session the findings of a research study of psychosocial experiences of feeding a child with PFD will be discussed. The interviewers were caregivers of children with PFD themselves and share their powerful lived experience. 

Learning Objectives:

Describe the 6 themes of PFD feeding impact on child and family life.

List 2-3 domains of PFD impact on caregiver.

Summarize how domains of impact canbe addressed clinically.

Based on an analysis of qualitative interviews with 16 mothers whose child had completed an intensive feeding tube weaning program on average 7.2 years before interview, the presentation examines perceptions of emotional and family challenges participation entailed and offers recommendations for strengthening family support  before, during, and after program participation.

Learning Objectives:

Describe families' experiences of participation in an intensive feeding program.

Identify three challenges related to participation in an intensive feeding program.

Formulate strategies for strengthening family support in clinical practice.

Incorporating a child’s social context is imperative to deliver family-centered care. The objective of this presentation is to understand how to consider social context and integrate social care into pediatric feeding disorder treatment. The presentation will provide examples from research and discuss real-world applications. 

Learning Objectives:

Summarize the impact of social context on PFD treatment.

List 3 key activities of social care integration and their relevance to PFD management.

Describe two ways of incorporating social care into PFD management. 

This presentation reviews the literature regarding caregiver stress and well-being and child quality of life following feeding tube placement. Attendees will hear a firsthand account from a parent of a child with PFD, describing the journey from the decision for tube placement to then meeting the goals for tube removal. 

Learning Objectives:

Describe 1 positive and 1 challenging caregiver experience after feeding tube placement.

Summarize approaches to support families caring for a child with a feeding tube.

Compare and contrast personal perceptions of feeding tubes to first hand account of a parent of a child with PFD and history of tube feeding. 

This session presents outcomes from a virtual, caregiver-centered mealtime support program for families of children with intellectual and developmental disabilities. Using the Project ECHO model, the program combined expert guidance with peer connection. Findings highlight increased caregiver confidence, practical strategy use, and the potential of low-intensity, accessible mealtime interventions.

Learning Objectives:

Describe the structure and key components of the Mealtime ECHO model for caregiver-centered feeding support.

Identify reported caregiver outcomes related to confidence, strategy use, and mealtime stress.

Summarize practical considerations for implementing virtual, low-intensity feeding support programs in early intervention or community settings.

This session will inspire healthcare professionals to share knowledge, while striving for higher standards of care for children with PFD. Session attendees will identify the core components of clinical competency and verification methods, and leave the session with a foundation to develop feeding competencies in their unique practice setting.

Learning Objectives:

Define three domains of competency assessment as related to PFD.

Compare at least 4 methods of verification to demonstrate clinical competency.

Identify common barriers to competency implementation and adapt solutions to minimize these obstacles. 

Competency Guide Resource Link: Competency Guide

This study examines two scoping reviews with the first investigating the methodologies, populations, and normative data available on typically developing children in the literature. The second review analyzed the variations in feeding skill development to improve identification of age-appropriate feeding norms.  

Learning Objectives:

Identify 2 gaps that have been found in feeding literature relating to variations of participant demographics, how to observe necessary feeding skills, and types of skills critical for evaluating feeding behavior in infants.  

Summarize the contrasts of observational methods used by researchers to examine oral feeding skills of similar purpose.  

List 2 consistencies and variations in skill data derived from the literature.  

Research based on extensive interviews with families and clinicians will be shared discussing a peer-reviewed, published "gold standard" NG tube mealtime that enshrines safety, love, connection, joy and consistency as essential to good practice. Speakers will report insights and findings on the development and impact of adoption.

Learning Objectives:

Summarize the core elements of the SUCCEED Gold Standard NGT Meal.

Describe the impact of using standardized language and steps for a tube meal.

Evaluate opportunities and challenges of adopt the Standard in their own practice.

In this empowering lived experience session, a mother from the NY/Tri-State area shares her journey navigating the complex path to diagnosis and treatment for her child with pediatric feeding disorder (PFD). Through her story, attendees will gain insight into the emotional and systemic challenges families face and reflect on ways to strengthen communication, empathy, and care coordination when partnering with caregivers.

Learning Objectives: 

Describe the challenges and barriers a caregiver may encounter when seeking diagnosis and treatment for a child with pediatric feeding disorder.

Analyze how a caregiver’s lived experiences with healthcare systems and support networks can influence decision-making and emotional well-being.

Evaluate strategies for improving communication, empathy, and care coordination when partnering with families navigating pediatric feeding disorder.

This closing panel, facilitated by conference chair Dr. Kristen West, brings together an interdisciplinary team of experts to examine a real-life case study in pediatric feeding care. Each panelist will share their perspective on treatment approaches, highlighting both similarities and differences across disciplines. Rather than focusing on conflict or division, the discussion will emphasize strategies for moving forward collaboratively when viewpoints diverge. Dr. Lysaker will share how professionals can make sound clinical judgments without being judgmental, while underscoring the importance of shared responsibility in improving systems of care for children with feeding differences. Attendees will gain insights into practical decision-making, interprofessional respect, and the collective action needed to drive meaningful change.

Learning Objectives:

Analyze interdisciplinary approaches to pediatric feeding cases by comparing treatment strategies presented by panel experts.

Evaluate methods for building consensus across differing clinical perspectives while maintaining respect and professionalism.

Apply collaborative strategies to enhance systems of care for children with feeding differences.

Feeding Matters is leading an important initiative to develop ethical guidelines for feeding care, a step toward ensuring that every child and family receives fair, compassionate, and evidence-based support. As part of this effort, we are seeking input on which area should be the top priority for advancing ethical and equitable feeding care worldwide.

The Feeding Matters Alliance pillar chairs will facilitate discussions around four key initiatives that will guide the development of these global ethical guidelines: caregiver well-being and the caregiver–child relationship, equitable and culturally responsive feeding evaluations, improved access and insurance coverage for care, and the creation of shared best practices informed by research and family experience. Together, these conversations will help lay the foundation for ethical feeding care rooted in compassion, collaboration, and equity for all families.

Learning Objectives:

Identify two key areas of ethical consideration in feeding care and their impact on equitable outcomes for children and families.

Evaluate the urgency and relevance of four priority initiatives—caregiver well-being, equitable screening, access to care, and shared best practices.

Collaborate in prioritizing one initiative that will guide the development of Feeding Matters’ ethical guidelines for feeding care.

30 minutes of CEUS

This session explores feeding challenges in infants with single ventricle defects, highlighting the role of a multidisciplinary clinic and tube weaning strategies used to improve oral feeding and support neurodevelopmental care.

Learning Objectives:

Describe feeding challenges and neurodevelopmental risks in infants with single ventricle congenital heart disease.

Summarize the structure and function of a multidisciplinary feeding clinic for this high-risk population.

List 2 strategies for structured tube weaning following the bi-directional Glenn, including caregiver experiences and support needs.

Focused Topic

30 minutes of CEUs

This session presents findings from a national survey of oral feeding management approaches in neonatal intensive care units, examining practices for initiating and advancing oral feeds, and identifying opportunities to enhance care and oral feeding outcomes.

Learning Objectives:

Describe 2 current oral feeding management practices in neonatal intensive care units.

Identify 1 key clinical factors guiding oral feeding initiation and progression.

List 1-2 gaps in practice, including the need for evidence-based guidelines and post-hospital discharge follow-up to optimize oral feeding outcomes.

Looking Ahead

30 minutes of CEUs

This session explores caregiver perceptions of education provided for managing pediatric dysphagia with thickened liquids. Findings from this mixed-methods survey study highlight gaps in education and follow-up support. Attendees will gain insight into caregivers’ experiences and unmet needs related to thickened liquid management for children with swallowing difficulties.

Learning Objectives:

Describe 2 caregiver perceptions regarding education provided for pediatric dysphagia and thickened liquid management.

Analyze gaps in caregiver education and follow-up support related to managing pediatric dysphagia.

Identify 2 types of educational methods (visual, verbal, hands-on) provided and ways to enhance caregiver support.

Family and Provider Partnerships

30 minutes of CEUs

Evidence-based treatments for ARFID have shown preliminary effectiveness, but there is limited guidance on measuring meaningful change in treatment. As part of care, we evaluated N=1,109 patients with ARFID who validated symptom measures during care. Across al l tools, items related to food intake and variety showed the most consistent change. 

Learning Objectives:

Describe two presentations of ARFID.

List 2 evidence based treatments are available for ARFID.

Identify 2-3 symptoms that may be most useful for tracking treatment progress in patients with ARFID.

Psych Considerations

30 minutes of CEUs

This session provides practical tools and insights for fostering meaningful, trust-based collaboration between families and schools. Explore how to center family voices in school feeding plans, promote transparent and respectful communication, and ensure school teams are equipped to align educational supports with medical and home-based care. 

Learning Objectives:

Summarize the impact of family-school collaboration in supporting students with pediatric feeding and swallowing needs.

Identify 2 barriers to effective communication and engagement between families and school team.

Describe 2 inclusive practices that honor family values, cultural perspectives, and lived experiences in feeding decisions.

Non Acute Care Settings

30 minutes of CEUs

This presentation will demonstrate how a multidisciplinary outpatient clinic for children with Down Syndrome combines evidence-based practice for innovative nutrition support and pediatric feeding strategies. The focus is family-integrated care while supporting caregivers, improving growth, optimizing developmental milestones and nurturing feeding skill development in the prenatal period to adulthood. 

Learning Objectives:

Describe how early identification of feeding and nutrition challenges and parental education can reduce symptoms of pediatric feeding disorders and decrease caregiver stress in children with Down Syndrome.

Identify three evidence-based strategies to prevent nutrition complications in Down Syndrome.

List two common feeding difficulties and therapeutic interventions for infants and children with Down Syndrome

Focused Topic

5 minute lightning talk

In this session, we will discuss the new PFD Dynamic Approach to Impacts and Social Integration (DAISI) Framework. This framework integrates socio-contextual and personal factors into the conceptualization of PFD. It was developed through an extensive review of the literature and expert feedback. 

Learning Objectives:

Identify 2 components of the PFD-DAISI and why considering a child’s social context is critical for effective treatment.

Summarize the development of the framework.

Apply new knowledge of framework principles to future research and practice outcomes.

Looking Ahead

30 minutes of CEUs

This session explores behavior-analytic strategies for treating ARFID, with a strong emphasis on caregiver involvement and collaboration. Attendees will learn practical tools to support food consumption and reduce avoidance. Real case examples and the inclusion of parent perspectives will highlight what effective, family-centered intervention looks like in practice. 

Learning Objectives: 

Describe 2 key behavioral principles that underpin effective ARFID feeding interventions.

Identify 2 common medical and nutritional challenges associated with ARFID, including the impact of malnutrition on physical growth and development.

Summarize the impact of fostering effective collaboration between behavior analysts, caregivers, SLPs, OTs, and other professionals to support consistent, individualized ARFID treatment across settings.

Family and Provider Partnerships

30 minutes of CEUs

This session explores Avoidant/Restrictive Food Intake Disorder (ARFID) through the lens of speech-language pathology, highlighting how personal lived experience can deepen clinical insight. Attendees will learn how SLPs can bridge gaps in understanding, improve care practices, and advocate for inclusive, relationship-centered approaches to supporting individuals with ARFID and feeding differences.

Learning Objectives:

Describe 2 contributions of the speech-language pathologist in the assessment and treatment of Avoidant/Restrictive Food Intake Disorder (ARFID) within a multidisciplinary team.

Summarize how lived experience can impact SLPs' understanding of sensory, emotional, and relational aspects of ARFID across the lifespan.

Identify 2 collaborative, non-judgmental strategies SLPs can implement alongside caregivers and professionals (e.g., OT, psychology, dietetics) to support individuals with ARFID.

Integrate 1 person- and family-centered care principle when participating in treatment planning for individuals with feeding differences.

Psych Considerations

60 minutes of CEUs

This session will provide an overview of preparation of occupational therapy and speech-language pathology graduate students to assess and treat pediatric feeding disorder. Speakers will also present the benefits and feasibility of preparing graduate students to assess and treat PFD as members of an interprofessional team within a university clinic and discuss the application of current evidence to a feeding group within a university setting implemented by OT and SLP faculty and graduate students.

Learning Objectives:

Summarize the preparation of OT and SLP graduate students to assess and treat PFD. 

List 2 benefits of preparing graduate students to assess and treat PFD within a university clinic. 

Describe 1 application of current research to a feeding group within a university clinic.

Non Acute Care Settings

30 minutes of CEUs

Children with autism often struggle with food selectivity, and clinical resources are limited for families at school and home. This session outlines a behaviorally oriented approach that promotes peaceful progress by gradually shaping food engagement, while allowing children to top in and out of sessions. 

Learning Objectives:
Describe 1 shaping process for increasing consumption of novel and nonpreferred foods. 

Describe 2 methods for incorporating ongoing assent into an intervention for food selectivity. 

List two ways to incorporate trauma-informed care commitments into interventions for food selectivity.

Looking Ahead

30 minutes of CEUs

Feeding disorders come with quality of life concerns. Research suggests massage produces physical benefits. Families report qualitative improvements including: digestive comfort; sleep; feeding; development; reduced stress and bonding for a wide variety of ages and medical or developmental issues. No negative impact is reported. Demonstrations of Tuina massage are included.

Learning Objectives:

Summarize guidelines of child massage.

Describe at least 3 impacts of massage for children and caregivers.

Identify at least 1 child massage technique. 

Family and Provider Partnerships

30 minutes of CEUs

Why do some children with strong oral-motor skills and sensory tolerance still refuse to eat? This session dives into the often-overlooked role of early feeding trauma and its imprint on the nervous system long before a child has the words to explain it. Grounded in polyvagal theory and attachment science, we’ll explore how preverbal experiences like medical interventions, caregiver anxiety, or force-based feeding shape mealtime behavior. Attendees will gain practical tools to recognize somatic signs of stored trauma and learn regulation-based, relational strategies to support long-term healing. This is a paradigm shift from behavior management to nervous system-informed care.

Learning Objectives:

Describe 2 somatic cues of preverbal feeding trauma such as gaze aversion, food numbing, and avoidant posture using case-based observations.

Analyze the impact of early medical procedures, caregiver emotional states, and force-based feeding interactions on the development of feeding aversions through the lens of polyvagal theory and attachment science.

List 1 trauma-informed intervention strategy that incorporates rhythm-based routines, preverbal relational play, and caregiver attunement to promote nervous system regulation during mealtimes.

Psych Considerations

5 minute lightning talk

Students with autism are significantly more likely to have a Pediatric Feeding Disorder (PFD), characterized by extreme selective eating. In schools, feeding therapy is rarely provided, and therapists often face challenges in proving its academic relevance. This lack of intervention can impact a child's nutrition, affecting cognitive development and academic performance. During this session the impact of a weekly push-in program that integrates the New York State curriculum with food exploration activities will be discussed and highlights the importance of repeated, positive sensory experiences in forming new neural pathways. 

Learning Objectives:

Identify 2 recurring roadblocks when addressing Pediatric Feeding Disorders (PFD) in schools.

Summarize the impact of integrating food exploration activities in the school setting.

List 2 reasons why addressing Pediatric Feeding Disorders (PFD) in schools may impact academic performance.

Non Acute Care Settings

60 minutes of CEUs

Food allergy reactions and anticipation of a reaction can result in trauma. While the spectrum of trauma is unique to the individual(s), it may result in poor nutrition due to feeding difficulties.   Knowledge of guidelines and recommendations for each variation of food allergies is imperative to optimize the road to health.

Learning Objectives:

List two characteristics of a care plan that is inclusive of physical and emotional needs.  

Identify how a type of food allergy can impact feeding difficulties and nutritional management strategies.

Describe one way you can modify a diet for optimal nutrition with respect to trauma and feeding difficulties.

Focused Topic

30 minutes of CEUs

This presentation shares findings from a meta-analysis evaluating the effectiveness of ABA-based parent-implemented interventions for children with Pediatric Feeding Disorder. Drawing from group-design studies, the results highlight moderate improvements in child feeding outcomes and explore key intervention features that influence both child progress and parental outcomes.

Learning Objectives:

List 2 ABA-based parent-implemented interventions (PIIs) that impact feeding outcomes in children with Pediatric Feeding Disorder (PFD).

Summarize the impact of ABA-based PIIs on parental outcomes.

Identify 2 variables that influence intervention outcomes for both children and parents.

Looking Ahead

60 minutes of CEUs

This case report examines the impact of extreme prematurity and associated comorbidities for an infant born at 26-weeks gestation and the positive feeding-related outcomes observed during the first year of life with the implementation of inter-professional, evidence-based practices, with family centered care as a focus.  

Learning Objectives:

Summarize the risk factors for feeding difficulties in preterm infants.  

List three strategies that contribute to improved feeding-related outcomes described in the literature and their associated benefits. 

Describe one benefit to the family and one benefit to the infant when family centered care is provided in the NICU.   

Family and Provider Partnerships

30 minutes of CEUs

The presentation’s objective is to introduce a literature review completed by CCHMC's Feeding, Eating, and Swallowing TRACK team and share clinical case studies using the Canadian Occupational Performance Measure (COPM) to provide evidence-based themes and interventions that support the ARFID population, within the occupational therapy scope of practice.

Learning Objectives:

Describe interventions for the ARFID population within the scope of occupational therapy.

Summarize occupational therapy's role in a multi-disciplinary team supporting the ARFID population.

Compare and contrast occupational performance and satisfaction before and after occupational therapy intervention(s) for children diagnosed with ARFID.

Psych Considerations

60 minutes of CEUs

Explore the intersection of autism, sensory processing, and PFD. Learn practical, evidence-informed strategies that honor neurodivergent needs, reduce stress for families, and support meaningful feeding progress through child-led, sensory-friendly care.

Learning Objectives:

Describe how sensory processing differences impact feeding behaviors in children with autism and/or SPD.

Apply sensory-informed strategies to support inclusive, child-led feeding interventions.

Identify common nutrient deficiencies and their potential impact on regulation, behavior, and feeding outcomes.

Focused Topic

60 minutes of CEUs

This presentation outlines how the development of children's cognition directly contributes to the progression of PFD and ARFID. A Piagetian framework of cognitive development and Food Literacy research, along with early data from a family/professional survey, will be used to support practical mealtime strategies for children in different cognitive stages.

Learning Objectives:

Connect a child’s cognitive age to their understanding and beliefs about food, nutrition and their body.

Describe how a child’s cognitions contribute to the progression of PFD and the development of ARFID.

Analyze the efficacy of play based feeding strategies for children of different cognitive ages based on caregiver and therapist report.

Looking Ahead

30 minutes of CEUs

Feeding with Bibi is a caregiver training program that empowers babysitters with responsive feeding skills and strengthens parent-caregiver collaboration. Designed for Indonesian families, this program helps reduce coercive mealtime practices, supports children’s healthy eating behaviours, and creates positive, developmentally supportive mealtime experiences in busy, manage for dual-income households.

Learning Objectives:

Describe key stages of child development and identify age-appropriate feeding skills to differentiate between typical mealtime behaviors and those requiring further attention.

List two responsive and non-coercive feeding techniques that support children’s emotional and sensory regulation during mealtimes.

Demonstrate compassionate, collaborative communication strategies that foster respectful partnerships between caregivers and parents to promote healthy mealtime experiences and development.

Family and Provider Partnerships

5 minute lightning talk

This study examined feeding difficulties in children with autism and its impact on their carers' life. The results revealed delayed recognition of feeding difficulties and gastrointestinal issues. Assessments revealed restricted food inventory, feeding skill deficits and mealtime behavior challenges, negatively impacting carers' life. Findings emphasize the need for early, multidisciplinary interventions.

Learning Objectives:

Identify two signs of feeding disorders in children with Autism.

Identify a key assessment area for formulating a feeding therapy plan.

Summarize the impact of family centered multidimensional treatment on a child.

Focused Topic

5 minute lightning talk

Early childhood feeding disorders may affect nutrient intake. Under 3 years of age with feeding disorders were characterised by inadequate intake of quantity and quality of nutrients. Dietetic care is essential for the optimal management and ensure the child's adequate energy and nutrient intake for optimal growth and development.

Learning Objectives:

List two reasons why feeding disorders in young children might lead to insufficient nutrient intake.

Summarize the role of dietary care in controlling nutrient intake. 

Describe two methods for collecting information from caregivers and how they affect/influence outcomes. 

Looking Ahead

30 minutes of CEUs

This study explores parental experiences in South Africa's private NICUs, highlighting limited access to speech-language pathology services. Findings reveal high parental stress, inadequate support for feeding and communication development, and poor post-discharge referral practices. The research underscores the urgent need for integrated, evidence-based neonatal interventions to support vulnerable newborns and families.

Learning Objectives: 

Identify key parental challenges in private NICUs related to feeding and communication development.

Analyze the impact of limited SLP involvement on SVN feeding and early communication outcomes.

Evaluate the need for improved, evidence-based neonatal interventions within private NICU settings.

Family and Provider Partnerships

5 minute lightning talk

This study explores assisted spoon-feeding as a therapeutic intervention for a 10-year-old with cerebral palsy. Video analysis showed reduced feeding durations, and better lip clearance during assisted feeding. Findings suggest enhanced spoon-feeding efficiency likely due to proprioceptive feedback, supporting its clinical potential. Further research with larger samples is needed to validate outcomes.

Learning Objectives:

Compare and contrast assisted versus dependent spoon-feeding.

Evaluate differences in oral-motor skills between child receiving completely dependent versus assisted spoon-feeding. 

Apply strategies when feeding children with developmental disabilities, especially cerebral palsy. 

Focused Topic

5 minute lightning talk

This qualitative study explored caregivers' experiences after their children attended a 10-week therapeutic feeding group. It revealed challenges like mealtime stress and isolation, but found the group fostered mutual understanding, shifted accountability, and provided caregiver relief, suggesting peer modeling benefits both children and families.

Learning Objectives:

Describe at least three caregiver identified challenges faced when supporting a children with pediatric feeding disorders, as identified in the study.

Differentiate specific ways a peer-based feeding group influences both the child and caregiver, citing examples such as shifted accountability and caregiver relief.

Summarize how principles of peer modeling, as highlighted in the study, could be incorporated into a therapeutic intervention.

Family and Provider Partnerships

30 minutes of CEUs

This presentation will review the literature and results from a retrospective chart review to demonstrate the importance of medical evaluation for children with ASD and feeding difficulties. 

Learning Objectives:

Identify at least 2 red flags that indicate a medical work up is needed.

List at least 2 other conditions besides eosinophilic esophagitis that might contribute to feeding difficulties. 

Describe two treatment recommendations for children with ASD and medical co-morbidities.

Focused Topic

60 minutes of CEUs

Evaluation of neonatal sucking patterns as disorganized or dysfunctional based on the NOMAS may predict later developmental outcome. It has been reported that infants with dysfunctional sucks present with later developmental delays; while infants with disorganized suck/stress take 22 days longer to transition to full oral feeds.

Learning Objectives:

Describe jaw and tongue movements during a disorganized suck.

List two characteristics of jaw and tongue movement during a dysfunctional suck.

Identify one treatment strategy for the disorganized feeder and one for the dysfunctional feeder

Focused Topic

30 minutes of CEUs

This was a QI project by a Clinical Nurse Specialist in NIDCAP and Clinical Specialist Neonatal SLT due to gaps in feeding practice and knowledge in a Level 3 Tertiary Care NICU Unit in Cork, Ireland.  Developmental Feeding Rounds was initiated to encourage/facilitate family/staff engagement and address the gaps.

Learning Objectives:

Analyze and interpret neonatal developmental cues to determine readiness for initiating oral feeding.

Identify and evaluate early signs of feeding intolerance or discomfort across oral feeding methods.

Summarize the impact of implementing individualized, collaborative support optimal feeding progression.

Focused Topic

Conference speaker Sara Grzina, EdD, CCC-SLP joined us Tuesday, March 24th from 4:30-5:30pm EST to discuss the question: How do you incorporate the lived experience and family perspective into treatment? All attendees will be able to share their perspective and experiences.

Join us for our Roundtables hosted by our Presenting Sponsor Mead Johnson Nutrition!

Please access the roundtables via the "Roundtables" tab on the platform navigation menu and then select a "seat" to join. Once "seated"  a Zoom room will open. 

Monday, April 20^th at 9am Pacific/12:00pm EST

Topic: Through Parents’ Eyes: A trauma-informed look at the PFD journey 

Speaker: Ramya Kumar

Up to 40 people

Thursday, April 23^rd at 9am Pacific/12:00pm EST

Topic: From Theory to Table: Real-world strategies for trauma-informed pediatric feeding

Speaker: Ramya Kumar

Up to 40 people

Join "Roundtables" from the conference navigation bar once you log in to the platform. Can't wait to see you there!!