Teresa A. May-Benson

Sc.D., OTR/L, FAOTA

Lori Goodrich

OTR/L, C/NDT

1 - 2 FEBRUARY 2025 ΑΑ6/ FOCUS PROGRAM
for Mealtime Success

Workshop Description

There are many factors that influence a person's ability to participate in meals. Bodily factors such as sensory processing, postural control, breathing, and action influence the ability to participate, as do oral factors such as oral sensory processing and oral motor skills.

Recognizing the key factors that influence the ability to participate in food and meals, as well as how they complement each other, is the foundation for providing effective services that promote long-term change. This course will introduce the FOCUS Mealtime Success Program, a systematic approach that addresses the sensory, motor, and psychosocial foundations necessary for safe and successful mealtime participation.

FOCUS is unique because it functions as a clinical reasoning model that combines the professional's existing knowledge for targeted and effective therapeutic services, while also helping the professional develop skills in the areas they desire.

Educational Objectives:

Recognition: Identification of six sensory and motor areas that are essential for assessing food and meal needs and linking them to functional participation in meals.

Application: Implementation of an assessment process to determine clinical patterns and the starting point for treatment.

Goals: Creation of operational objectives linked to the FOCUS intervention phases.

Explanation: Communicating with parents or professionals about how the FOCUS Program meets an individual's sensory, motor, and psychosocial needs.

Treatment Planning: Development of a treatment plan that incorporates key factors and intervention approaches.

Self-awareness: Identify two strengths in working with clients with meal-related goals and two areas of development for further support.

In the Evaluation section:

The 6-phase FOCUS intervention model.

  • The Context
  • The importance of clinical reasoning
  • What makes it unique?
  • Who is it aimed at (professionals, customers)
  • Use in different environments

Evaluation Process

  • Data collection: sensory/kinetic elements
  • Use of assessment tools
  • Clinical pattern analysis

For the Intervention section:

Intervention Process

  • Linking goals to intervention phases
  • Treatment planning with videos/examples
  • Educational tools for support groups

Parent & Partner Education

  • Education outside of direct care
  • Professional defense

Bibliography

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: Author.

Arvedson, J., Clark, H., Lazarus, C., Schooling, T., & Frymark, T. (2010). Evidence-based systematic review: effects of oral motor interventions on feeding and swallowing in preterm infants. Am. J. Speech Lang Pathol, 19(4), 321-340. doi:1058-0360_2010_09-0067

Benjasuwantep, B., Chaithirayanon, S., & Eiamudomkan, M. (2013). Feeding problems in healthy young children: prevalence, related factors and feeding practices. Pediatr Rep, 5(2), 38-42. doi:10.4081/pr.2013.e10

Benson, J. D., Parke, C. S., Gannon, C., & Munoz, D. (2013). A retrospective analysis of the sequential oral sensory feeding approach in children with feeding difficulties. Journal of Occupational Therapy, Schools, & Early Intervention, 6, 289-300.

Brown, C. E., & Dunn, W. (2002). Adolescent/adult Sensory Profile: User’s manual. San Antonio, TX: Therapy Skill Builders.

Bureau of Labor Statistics. (2018, June 28). American Time Use Survey — 2017 Results [Press Release]. Retrieved from https://www.bls.gov/news.release/pdf/atus.pdf

Dunn, W. (2015). Sensory Profile 2: Psychological Corporation.

Gisel, E. G. (1988). Tongue movements in normal 2- to 8-year-old children: extended profile of an eating assessment. Am J Occup Ther, 42(6), 384-389.

Gisel, E. G. (1991). Effect of food texture on the development of chewing of children between six months and two years of age. Dev Med Child Neurol, 33(1), 69-79.

Gisel, E. G., & Schwob, H. (1988). Oral Form Discrimination in Normal 5- to 8-Year-Old Children: An Adjunct to an Eating Assessment. The Occupational Therapy Journal of Research, 8(4), 195-209.

Glass, R. P., & Wolf, L. S. (1994). A global perspective on feeding assessment in the neonatal intensive care unit. Am J Occup Ther, 48(6), 514-526.

Kerwin, M. E., & Eicher, P. S. (2004). Behavioral Intervention and Prevention of Feeding Difficulties in Infants and Toddlers. Journal of Early and Intensive Behavior Intervention, 1(2), 129-138.

Linscheid, T. R. (2006). Behavioral treatments for pediatric feeding disorders. Behav Modif, 30(1), 6-23. doi:10.1177/0145445505282165

Lukens, C. T., & Linschend, T. R. (2008). Development and validation of an inventory to assess mealtime behavior problems in children with autism. Journal of autism and developmental disorders. Journal of Autism and Developmental Disorders, 38(2), 342-352.

Maune, N. C. (2007). Pediatric Feeding Issues: Reexamining Assessment and Intervention Using the Sensory Integrative Frame of Reference. Sensory Integration Special Interest Section Quarterly, 30(1).

May-Benson, T. A., Koomar, J. A., & Teasdale, A. (2009). Incidence of pre-, peri-, and post-natal birth and developmental problems of children with sensory processing disorder and children with autism spectrum disorder. Front Integr. Neurosci, 3, 31. doi:10.3389/neuro.07.031.2009

May-Benson, T. A. (2015). Adult/Adolescent Sensory History: User’s Manual. Newton, MA: The Spiral Foundation.

Morris, S. E., & Klein, M. D. (2000). Pre-Feeding Skills: A Comprehensive Resource for Mealtime Development (2nd Edition ed.). Austin, TX: Pro Ed.

OTA The Koomar Center. (2011). Developmental/Sensory History.  Newton, MA: OTA The Koomar Center.

OTA The Koomar Center. (2012). FOCUS How Do I Know?  Newton, MA: OTA The Koomar Center.

OTA The Koomar Center. (2018). FOCUS Checklist.  Newton, MA: OTA The Koomar Center.

Overland, L. (2001). Food for Thought. ADVANCE for Directors in Rehabilitation Magazine.

Overland, L. (2011). A Sensory-Motor Approach to Feeding. Perspectives on Swallowing and Swallowing Disorders (Dysphagia), 20(3), 60-64.

Parham, L., Ecker, C., Miller-Kuhaneck, H., Henry, D., & Glennon, T. (2007). Sensory processing measure (SPM) manual. Los Angeles, CA: Western Psychological Services.

Phalen, J. A. (2013). Managing feeding problems and feeding disorders. Pediatr. Rev, 34(12), 549-557. doi:34/12/549

Schaaf, R., & Mailloux, Z. (2015). Clinician’s Guide for Implementing Ayres Sensory Integration: ® Promoting Participation for Children With Autism. Bethesda, MD: AOTA Press.

Schwartz, J. L., Niman, C. W., & Gisel, E. G. (1984). Chewing cycles in 4- and 5-year-old normal children: an index of eating efficacy. Am J Occup Ther, 38(3), 171-175.

Smith, A. M., Roux, S., Naidoo, N. T., & Venter, D. J. (2005). Food choice of tactile defensive children. Nutrition, 21(1), 14-19.

Stratton, M. (1981). Behavioral assessment scale of oral functions in feeding. Am J Occup Ther, 35(11), 719-721.

Suarez, M. A. (2014). Multicomponent Treatment for Food Selectivity in Children: Description and Case Report. Nutr. Clin. Pract. doi:0884533614553638

Suarez, M. A., Nelson, N. W., & Curtis, A. B. (2012). Associations of physiological factors, age, and sensory over-responsivity with food selectivity in children with autism spectrum disorders. Open J Occup Ther., 1(1).

Suarez, M. A., Nelson, N. W., & Curtis, A. B. (2014). Longitudinal follow-up of factors associated with food selectivity in children with autism spectrum disorders. Autism, 18(8), 924-932. doi:1362361313499457

Twatchtman-Reilly, J., Amaral, S. C., & Zebrowski, P. P. (2008). Addressing feeding disorders in children on the autism spectrum in school-based settings. Physiological and behavioral issues. Language, speech, and hearing services in schools, 39(2), 261-272.

Duration: 2 days

Level: Advanced 

Audience:

  • Occupational therapists
  • Speech therapists
  • Early Intervention Providers

The seminar is provided with simultaneous interpretation in Greek

Certification is provided with follow-up

Recognized by
TBM Educational Enterprises
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Prices include:

* Ultimate Evidence-Based Practice Resource Hub to study with:
Notes in electronic form [version: Greek] & the 2 ebooks of Eleni Economidou
*Certificate of Attendance 
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