Presenter: Jennifer Dahms, MS, CCC-SLP, BCS-S
Many children have difficulties with an over-reactive or under-reactive sensory system. These reactions can have a negative impact on the child’s ability to manage food. It is important for speech-language pathologists to determine how a child is responding to food and how those reactions impact the meal situation. We are then able to develop activities to assist with improving the child’s responses to foods.
Children can also have difficulties with how they manage boluses in their mouths. When a child has difficulty moving food through the oral cavity, many different problems can arise. Therapy techniques that are used to assist with bolus management can be developed to help children be more successful eaters. This course includes video examples, case studies, lab practice, and application activities. Research on various oral sensory disorders and mealtime management issues will be discussed.
Offered for 0.8 ASHA CEUs – 8 Contact Hours. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
Course Topics – Run Time: 8:03:43
– A.N., prior course participant
– J.S., prior course participant
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
"Strategies for addressing the various problems. I liked the use of a variety of material, including case study questions, practical labs, and video models." E.R. (Nov. 2023)
"The discussion around mealtime management was helpful. I enjoyed the interactive lab activities." A.A. (Nov. 2023)
"The techniques for each deficit area and the video case studies presented were beneficial. The importance of sensory aspects of food and how they translate to motor feeding skills will be something I use in my daily practice. The lab work was extremely helpful in increasing understanding of the material." R.A. (Oct. 2023)
"Oral pocketing, clearing, etc were helpful topics. I think the reminder to be aware of sensory and motor components is very important. Liked I could go at my own pace." M.V. (Sep. 2023)
"The intervention methods for bolus cohesion were beneficial. I liked the lab practice." K.A. (Sep. 2023)
"Pediatric feeding strategies were helpful. I liked the practical lab exercises." A.A. (Sep. 2023)
"Good videos. I liked all content." E.W. (Sep. 2023)
"I see a lot of pocketing, oral residue, and oral holding, and these therapeutic techniques will be very useful. All of the video demonstrations and lab practices were amazingly helpful in grasping the content." R.R. (Aug. 2023)
"I liked the specific therapy techniques and strategies. And that I can take course on my own time, start/stop as needed." K.B. (Jul. 2023)
"Thorough content. I liked the mealtime management techniques - to help parents know what to do at mealtimes." E.K. (Jun. 2023)
"I liked the therapy strategies and techniques. And the research and videos." V.A. (Jun. 2023)
"Food pocketing was a beneficial discussion. Course was easily followed and understood." R.G. (Jun. 2023)
"I liked the approaches to managing hyposensitivity. Good lab exercises to reinforce information." T.L. (May 2023)
"Therapeutic techniques and video examples were beneficial." K.L. (May 2023)
"Topic on bolus propulsion was beneficial. I liked the labs." M.S. (May 2023)
"The case studies are helpful to compare/contrast. I liked the examples." L.W. (May 2023)
"I liked the oral sensory issues and alternative techniques to manage feeding problems." B.Z. (Feb. 2023)
"Oral-motor exercises were beneficial. I liked the video examples and case studies." A.H. (Jan. 2023)
"All of the topics are relevant to me on a daily basis. Easy to complete at home over the course of a few sessions." D.B. (Dec. 2022)
"Well presented and thorough. I liked the oral pocketing treatment strategies." A.P. (Dec. 2022)
"Learned new strategies and approaches to assist with transition from pureed foods to table foods. I liked the examples and practice activities." D.V. (Nov. 2022)
"All information can be directly applied to my daily practice - oral stuffing and reduced sensory awareness, reduced bolus cohesion and gagging, reduced buccal tone and pocketing." C.L. (Nov. 2022)
"The labs and video examples were good." A.M. (Oct. 2022)
"I enjoyed the pairing of cranial nerve knowledge with practical applications." C.S. (Sept. 2022)
"The presenter was very thorough and video presentations were helpful." S.R. (Sept. 2022)
"Very specific techniques and strategies. All of it was beneficial. I have multiple kids on my caseload with feeding issues." A.W. (Sept. 2022)
"I loved all the videos and examples." E.N. (Sept. 2022)
"I liked that I could stop and return as time allowed." V.D. (Aug. 2022)
"Great examples with specific tx guidelines." E.D. (Aug. 2022)
"I liked the video demonstrations and all the feeding therapy techniques!" L.B. (Jul. 2022)
"I liked the signs/symptoms of sensory issues and specific therapy strategies to address these issues - ways to transition to a cup, overall discussion of hyper/hypo responsiveness related to swallowing for improving feeding." C.B. (Jun. 2022)
"Easy to follow, good presentation." V.V. (Jun. 2022)
"I really enjoyed the case studies and questions throughout. They helped to keep me engaged throughout." L.P. (Jun. 2022)
"All of the course was beneficial, as I am a recent SLP grad working with feeding clients. I liked the video clips, lab exercises, and application questions." J.S. (May 2022)
"Liked the videos explaining the techniques used on actual clients." I.C. (May 2022)
"I liked the different techniques and therapy models for improving bolus cohesion and using realistic examples of multiple swallow cases, bolus holding, etc. This is pediatric swallowing based therapy that I can apply to my work!" J.S. (May 2022)
"The examples were very practical for working with patients with complex needs." E.S. (Apr. 2022)
"I liked the therapy strategies and the video examples and lab examples – all very helpful for understanding how our patients might be feeling." J.B. (Apr. 2022)
"I liked the research presented." F.P. (Mar. 2022)
"I liked the treatment procedures specifically pocketing, and the lab practice." A.R. (Jan. 2022)
"I liked the therapy strategies, and that I can stop and start so I don't miss things when I have unexpected interruptions." K.S. (Dec. 2021)
"I liked the video of real therapy in action." S.D. (Nov. 2021)
"I liked the video examples, application questions, and case studies." B.S. (Nov. 2021)
"This course offered more than I expected. I am so glad I took it." K.S. (Sept. 2021)
"It was good to get a great review of what and why problems occur; the practicums and videos were really useful to use what we learned; the identification of the various problems and the therapy activities were all so helpful! I am putting tabs on each of the "problem areas" so I can refer to them often!! The instructor had a great format for teaching, and had so much information and experiences to share!" K.S. (Sept. 2021)
"I love the videos and the lab practices. I enjoyed the discussion on the reason children may resist certain foods. I always thought it was related to texture but that may not be the case. The speaker is so knowledgeable and explains everything very well." G.S. (Sept. 2021)
"All of it was helpful! Even things that are 'common' knowledge are great to have reminders and reinforcement about strategies and their use. I liked ALL info included in the slides and the videos to demo concepts. The info is well laid out and is very, very useful and practical." K.B. (Jul. 2021)
"Going over the extensive therapy techniques which are paired very specifically with deficits was most beneficial. I like that the presenter provided useful information throughout." A.N. (Jun. 2021)
"Learning about various ways to increase consuming a variety of solid foods was helpful. The info about bolus formation was specifically beneficial." N.G. (May 2021)
"This course was a great review of the "why" of so many symptoms that SLPs treat pediatric feeding disorders. The presenter breaks down specific areas such as gagging, pocketing, oral holding, etc. and describes physiologically why the child may be presenting with one of these symptoms and includes treatment strategies that can be implemented to help in these areas. I liked that it included sensory and motor impairments and included discussion on how "behavioral feeders" can sometimes be misunderstood." J.L. (May 2021)
"I enjoyed all the therapy techniques and that the presentation style was easy to follow." R.D. (May 2021)
"I am new to pediatric feeding information, so all the topics were useful as an introduction to potential issues and techniques that can be used in therapy. I liked the mixture of information, video examples, and application activities." J.F. (Apr. 2021)
"There was so much detail about each deficit, but not in an overwhelming way. It was a very comprehensive look at each deficit. The therapy techniques and ideas for each area discussed were especially helpful." M.C. (Apr. 2021)
"Great information & research/evidence based practices to intervention for feeding. All of the sensory difficulties addressed, along with therapy techniques to help remediate the child's difficulties were beneficial." A.M. (Mar. 2021)
“I like how the presentation is laid out in a simple to follow instruction.” A.O. (Feb. 2021)
"The entire course will be beneficial. I particularly liked the Mealtime Management portion related to the sensory aspect of feeding issues. I liked the comprehensive handouts for quick reference and the list of resources and the videos. Goal writing or sample goals would be helpful." L.O. (Jan. 2021)
Jennifer Dahms, MS, CCC-SLP, BCS-S, completed her Bachelor of Science and Master of Science degrees in Communication Sciences and Disorders at the University of Wisconsin – Milwaukee. She has worked in two different counties in Wisconsin, providing Birth-to-Three and outpatient therapy services. She moved to Boise, Idaho in 2006 and initially worked for St. Luke’s Idaho Elks Rehabilitation Services for two years. Jennifer then opened her own private practice, Valley Pediatric Feeding LLC, in October 2008. Over the course of her career, she has focused the majority of her continuing education on pediatric feeding disorders. Jennifer earned ASHA’s ACE Award in 2010, 2011, 2013, 2015, and 2017. She initially became Board Certified in Swallowing and Swallowing Disorders in 2011. She is a member of the Dysphagia Research Society and is a SIG 13 member. Jennifer has presented on pediatric feeding disorders at state and regional conferences as well as with several online webinars.
Financial — Jennifer Dahms is presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Jennifer Dahms has no relevant nonfinancial relationships to disclose.
This program is offered for 0.8 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
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Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.
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You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
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We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
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A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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