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DOI: 10.1542/pir.34-12-549
2013;34;549Pediatrics in Review
James A. Phalen
Managing Feeding Problems and Feeding Disorders
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Managing Feeding Problems and Feeding
Disorders
James A. Phalen, MD*
Author Disclosure
Dr Phalen has
disclosed no financial
relationships relevant
to this article. This
commentary does not
contain a discussion of
an unapproved/
investigative use of
a commercial product/
device.
Educational Gap
Up to 50% of typically developing children and up to 80% of those who have develop-
mental disabilities have feeding problems. These may evolve into a feeding disorder, with
potential effects on psychomotor and neurologic development. (1) (2)
Objectives After completing this article, readers should be able to:
1. Understand normal feeding patterns in children.
2. Recognize that feeding problems are common.
3. Prevent or ameliorate feeding problems.
4. Distinguish between feeding problems and feeding disorders.
5. Treat a child who has a feeding disorder.
Introduction
Feeding plays a central role in the parent-infant relationship. The developmental progres-
sion of food selectivity is primarily determined by a child’s ability to manipulate, chew, and
swallow food (Table 1). Functional, safe feeding requires coordination of sensorimotor
function, swallowing, and breathing. Children self-regulate and may vary their oral intake
up to 30% per day with no ill effect on growth. Caregivers are responsible for what, when,
and where their children eat; the child is responsible for how much and whether they eat.
Normal feeding depends on the successful interaction of a child’s health, development,
temperament, experience, and environment. Altering any of these factors can result in
a feeding problem. (1)
Common Feeding Problems
Symptoms of feeding problems include food refusal, regurgitation, gagging, or swallowing
resistance (Table 2). (1) (3) Although the child maintains adequate growth, the behavior
causes distress for caretakers. Factors that increase a child’s risk for feeding problems, par-
ticularly during transition to more advanced textures, are listed in Table 3.
Between 25% and 50% of typically developing children and up to 80% of those with de-
velopmental disabilities have feeding problems. However, these problems are usually transient
and cause no serious outcomes. (1) Feeding problems are thus the norm. Practitioners must
consider cultural and ethnic differences and adjust for prematurity when setting expectations
for feeding. Some fundamental mealtime rules apply to toddlers and older children and can
prevent or resolve many feeding problems (Table 4). If a child is otherwise healthy and grow-
ing well, practitioners can reassure caregivers.
Feeding Disorder
Afeeding disorder is any condition in which a child has an
inability or difficulty in eating or drinking sufficient quanti-
ties to maintain optimal nutritional status, regardless of
cause. Growth may be unaffected. Between 3% and 10%
of children are affected. Feeding disorders are multifactorial
and may begin with the child (Table 3), the parents, or the
Abbreviations
BMI: body mass index
CDC: Centers for Disease Control and Prevention
GERD: gastroesophageal reflux disease
g-tube: gastrostomy tube
W/L: weight-length ratio
*Developmental Pediatrics, San Antonio Military Pediatric Center, San Antonio, TX; Department of Pediatrics, University of Texas
Health Science Center at San Antonio; Department of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda,
MD.
Article nutrition
Pediatrics in Review Vol.34 No.12 December 2013 549
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environment (Table 5). (2) Regardless of its origins, it
affects the parent-child dyad and often evolves into a be-
havioral problem. Older children may experience low
self-esteem and social isolation.
Evaluation of Feeding Disorders
Initial evaluation of feeding disorders begins with the pri-
mary care practitioner, who should assess parental coping,
mental health, and bonding. Most parents whose children
have feeding disorders describe feeling frustrated and dis-
tressed at mealtime. The growth chart (length, weight,
and weight-length ratio [W/L], or body mass index
[BMI]) should be reviewed. True failure to thrive is a sus-
tained decrease in growth velocity, best defined as a W/L or
BMI below the fifth percentile. Failure to thrive usually
results from inadequate energy intake but may reflect inad-
equate nutrient absorption or increased energy require-
ments. Although growth charts exist for specific conditions,
the Centers for Disease Control and Prevention (CDC)
recommend that practitioners use the World Health Orga-
nization growth standards to monitor growth for infants
and children ages 0 to 2 years in the United States (avail-
able at http://www.cdc.gov/GrowthCharts/who_charts.
htm) and CDC growth charts to monitor growth for chil-
dren ages 2 to 20 years in the United States (available at
http://www.cdc.gov/GrowthCharts/cdc_charts.htm).
A thorough review of the child’s prenatal, birth, and
medical histories should focus on the following key areas:
Table 1. Developmental Progression of Food Selectivity Based on Motor
Skills
Age, mo Food Consistency Fine and Gross Motor Skill Oral Motor Skill
0-4 Liquid Dependent on outside support Suckling present
Head control emerging Protective reflexes
4-6 Infant cereal Sits briefly Suckles more efficiently
Pure
´ed fruits and vegetables Head control improves Sucks foods rather than phasic biting
Brings hands to midline Eats messily from spoon
Clasps bottle but needs help
6-9 Pure
´ed meats Independent sitting Sips messily from cup
Variety of pure
´ed baby food Reaches for food Vertical munching
Begins to finger feed Limited lateral tongue action
Unrefined pincer grasp Clears spoon with upper lip
Holds bottle independently Bite and release pattern
Assists with spoon Breaks off pieces of meltable solids
9-12 Ground and lumpy pure
´es Sits in variety of positions Lip closure for liquids and soft solids
Mashed table foods Refined pincer grasp Spoon clearing more efficient
Soft, dissolvable solids Finger feeding refined Cup drinking with assistance
Grasps spoon with whole hand Begins drinking from
spouted cup
Grasps cup handle Begins to drink through a straw
12-18 Finely chopped table foods Scoops food Lateral tongue action
Chews juicy foods Brings to mouth Diagonal chewing
Bites through crunchy
foods (cookies, crackers)
More independent feeding Begins drinking from straw
Upper teeth clear food from lower lip
18-24 More chewable solids Handles finger foods, spoon,
and cup largely independently
Rotary chewing
Booster chair Cup drinking improved
Minimal food lost during eating
24-36 Tougher solids Total self-feeding Mature chewing for tougher solids
Open cup drinking without spilling
Variety of liquids through straw
Tongue clears food from lips
‡36 Advanced textures
(meats, fried foods,
whole fruits)
Begins using fork to stab food Open cup independently
nutrition feeding problems and disorders
550 Pediatrics in Review Vol.34 No.12 December 2013
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•Small for gestational age. Up to 15% of infants born
small for gestational age fail to achieve appropriate
catch-up growth by age 2 years and continue to expe-
rience poor growth throughout childhood. Rapid
catch-up growth before age 2 years in this group in-
creases the risk of developing metabolic disease later
in life. (4) (5) (6) Thus, practitioners must temper at-
tempts to promote catch-up growth against the risks.
It is reasonable to aim for a W/L or BMI between the
10th and 50th percentiles in this population.
•Aspiration. Aspiration involves passage of secretions,
drink, or solid food below the true vocal cords. It
may occur before, during, or after swallowing or from
gastroesophageal reflux. Signs include coughing,
throat clearing, gurgling voice, noisy breathing, recur-
rent wheezing or stridor, and recurrent lower respira-
tory tract infections. Some children aspirate with no
obvious symptoms; this condition is called silent aspi-
ration and suggests lack of a protective reflex. (7) As-
piration suggests oral motor delay or oropharyngeal
dysphagia. Infants and children who have oral motor
delay typically have oral hypotonia and an underdevel-
oped suck-swallow-breathe pattern. Thus, they may
have poor lip closure, drooling after age 12 months,
lack of tongue lateralization, and loss of food from
the mouth (Table 1). Oropharyngeal dysphagia, how-
ever, is pathologic difficulty swallowing because of un-
derlying neurologic or structural abnormalities.
•Motor disabilities (eg, cerebral palsy and spina bifida). Chil-
dren with motor disabilities are less mobile than neurotyp-
ical children and thus have lower energy requirements. A
W/L or BMI greater than the 50th percentile makes hy-
giene, mobility, and transfers (eg, wheelchair to tub) more
challenging and increases the risk of medical complications
of obesity through excessive caloric intake.
•Gastroesophageal reflux disease (GERD). Signs of
GERD include regurgitation, postprandial emesis,
choking, gagging, food refusal, constant or sudden
crying, irritability, poor sleep patterns, apnea, stridor,
laryngospasm, bronchospasm, and hoarseness. Eosino-
philic esophagitis deserves consideration in any child
presenting with symptoms of GERD in whom a trial
of medical therapy with a proton pump inhibitor fails,
especially in the setting of atopy. Persistent symptoms
and food impaction (food getting stuck in the esoph-
agus) should raise additional concern.
•Constipation. Signs and symptoms of constipation in-
clude bulky, painful, or infrequent bowel movements,
failed attempts to stool, bloody stools, anal fissures,
urinary incontinence, and overflow incontinence
(encopresis). Parents often confuse the latter with diar-
rhea. Chronic constipation may cause early satiety and
reduced caloric intake. Stool withholding exacerbates
constipation and may have psychosocial consequences.
•Medications. Medications that can cause excessive se-
dation or decreased appetite include stimulants, selec-
tive serotonin reuptake inhibitors, and topiramate.
Pica and rumination are more likely to occur in individuals
who have developmental disabilities, psychiatric disorders, or
physiologic conditions (eg, iron deficiency and pregnancy).
Table 2. Common Feeding
Problems in Children
Delayed development of oral motor and self-feeding
skills; common in infants and children with hypotonia,
global developmental delay or intellectual disability,
and neurologic disorders
Reluctance or refusal to eat based on sensory issues (eg,
taste, texture, temperature, smell, or appearance)
Food selectivity (eg, personal preference, discomfort with
certain foods because of gastroesophageal reflux
disease, or food allergy)
Decreased appetite for or interest in food
Slow feeding (ie, >30 minutes to finish)
Food pocketing (ie, holding food in cheeks or front of
mouth for prolonged periods) suggests poor oral
transport or refusal
Using feeding behaviors to comfort, self-soothe, or
self-stimulate
Table 3. Pediatric Conditions
Associated With Feeding
Problems and Feeding Disorders
Temperamental traits that complicate feeding and
overwhelm parents
Prematurity (especially neonates who require prolonged
respiratory support or enteral feeds or with delayed
introduction of oral feeds)
Genetic or chromosomal abnormalities (eg, Down
syndrome and inherited neuromuscular disease)
Craniofacial anomalies (eg, Pierre-Robin sequence and
cleft palate)
Acquired brain impairment (eg, cerebral palsy, stroke,
and traumatic brain injury)
Gastrointestinal disorders (eg, gastroesophageal reflux
disease and chronic constipation)
Neurodevelopmental disorders (eg, autism spectrum
disorder, global developmental delay, and intellectual
disability)
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Table 4. Mealtime Rules for Toddlers and Older Children
Feature Rules Benefit
Scheduling Regular meals with planned, low-calorie snacks Prevents “grazing”
Same room, table, and utensils for every meal Enhances sense of hunger and satiety
Limit mealtime to 30 minutes
(ie, “kitchen is open”)
Caregivers maintain control of
feeding schedule
Offer no liquids between meals except plain
water (ie, “kitchen is closed”)
Home is less chaotic
Environment Family sits together at mealtime Focus is on socializing rather than eating
Neutral atmosphere (no forced feeding or
comments regarding intake)
Avoids conflict
Eliminate distractions: turn off all
electronic devices, child sits with
back to open room
Allows child to focus on mealtime
Allow younger child to explore foods by
touching, smelling, and tasting
Mealtime is more pleasant
Allow older child to participate in food
purchase and meal preparation
Never use food as a reward, bribe, or incentive
Praise child for showing interest in food
Allow at least 20 exposures to new foods for
acceptance
Methods Optimal feeding posture: More likely to consume calorically dense foods
• Head midline and neck neutral or
slightly flexed
Expands food repertoire
• Trunk symmetrical and elongated Promotes independence
• Pelvis stable with hips symmetrical in neutral
position
Prevents constipation and anemia from
excessive milk intake
• Hips, knees, and ankles each at 90
o
Prevents loose stools and dental caries from
excessive juice intake
Serve food at table for everyone from same
container
Small portions
Small easily chewed bites or long thin
strips child can grasp
Offer liquids only after child begins eating solids
Offer plain, unflavored water as primary beverage
Limit daily intake of low-fat or fat-free white or
flavored milk to:
• 2 cups for children ages 2 to 3 years
• 2½ cups for children ages 4 to 8 years
• 3 cups for those 9 years and older
Do not dilute fruit juice, and limit to
4 to 6 oz per day
Discourage sweetened beverages (soft
drinks and sports or energy drinks)
Encourage self-feeding (eg, finger feeding
and holding spoon)
Food chaining: offer unfamiliar or
nonpreferred foods first and paired with
familiar or preferred foods
Avoid excessive coaxing, threatening, or
forced feeding
Remove food without comment if child
loses interest
Wipe face and clean up only when
meal completed
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Neither should be diagnosed unless symptoms are of an
unusual extent or cause health concerns. (8) (9)
•Pica disorder. Pica disorder is the recurring ingestion of
nonfood, nonnutritive substances for at least 1 month in
a child at least 2 years of age, which is inappropriate to
the child’s developmental level and sociocultural norms.
•Rumination disorder. Rumination disorder is the re-
peated regurgitation of food for at least 1 month. Re-
gurgitated food may be rechewed, reswallowed, or spit
out, most often during or shortly after meals. It is not
associated with nausea or a medical condition. It is vo-
litional, distinguishing it from vomiting and gastro-
esophageal reflux.
Feeding History
It is important to have caretakers describe the mealtime en-
vironment (Table 5) and the child’s feeding habits (Table 6).
Feeding Observation
If time and resources allow, the practitioner or clinic
nurse may observe (in person or by video) the child feed-
ing. Such observation allows identification of appropriate
child positioning and posture, the child’s hunger and sa-
tiety cues, the caretaker’s response to and interactions
with the child, any delayed oral motor or self-feeding
skills, and difficulty managing or tolerating liquids or sol-
ids (eg, oropharyngeal dysphagia).
A complete physical, neurologic, and oral motor ex-
amination must be performed. The oral motor examina-
tion includes evaluating facial symmetry, hard and soft
palate for (submucous) cleft, and dentition; symmetry
and movement of lips and tongue; vocal intensity, pitch,
and quality; and cranial nerves. Prolonged inadequate en-
ergy and nutrient intake may have broad effects beyond
physical growth, with potential effects on psychomotor
and neurologic development. It may also affect the im-
mune, skeletal, and cardiovascular systems.
Practitioners should select diagnostic laboratory stud-
ies based on the history and physical examination find-
ings. The following are reasonable:
•In cases of failure to thrive: complete blood cell count,
urinalysis, blood urea nitrogen, serum electrolytes, and
serologic screening for celiac disease (usually IgA anti-
bodies to tissue transglutaminase).
•In cases of pica disorder: serum iron and lead levels.
Classification of Feeding Disorders
The Diagnostic and Statistical Manual of Mental Dis-
orders, Fifth Edition (DSM-5), informed by available
research and extensive discussion of expert clinical expe-
rience and opinion, takes a lifespan approach to how age
and development affect psychiatric diagnoses. Avoidant/
restrictive food intake disorder replaces the previous term
feeding disorder of infancy or early childhood (Table 7).
Other classification systems exist; however, none is uni-
versally accepted, and few are evidence based.
Management of Feeding Disorders
The long-term goals of treatment are to improve nutritional
status, growth, feeding safety, and quality of life. Recognition
and treatment of GERD and constipation are essential. On
the basis of findings, practitioners may consult the following:
•A pediatric speech-language pathologist to perform
a clinical swallowing evaluation coupled with a video
fluoroscopic swallow study to evaluate for oral motor
delay and oropharyngeal dysphagia.
•A registered pediatric dietitian to assess caloric intake,
nutritional quality, and dietary practices and to coman-
age enteral feeds.
Table 5. Parental and Environmental Factors Associated With Feeding
Disorder
Factor Result
Conditioned aversion Pairing eating with a painful medical condition or procedure (eg, airway suctioning and
intubation)
Lack of opportunity Delayed introduction of breast, bottle, or solids is associated with delayed attainment of
appropriate eating skills
Positive reinforcement Caretakers coax or bribe infant who bats away the spoon, turns the head away, or cries
Negative reinforcement Caretakers terminate meal when child acts out
Forced feeding Results in aversion to meals and evokes inappropriate behavior at future meals
Overly rigid parents Undermines child’s ability to regulate food intake and impairs child’s psychosocial development
Chaotic parents Fail to provide child with appropriate food, support, structure, or opportunity to learn to enjoy
a variety of foods or to master eating-related social patterns
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•A pediatric gastroenterologist to evaluate severe recal-
citrant constipation, GERD, and eosinophilic esopha-
gitis and to comanage enteral feeds.
•A developmental pediatrician to further evaluate for
contributing causes (eg, global developmental delay,
autism spectrum disorder, and parent-child conflict).
•An interdisciplinary feeding team that includes some
combination of the above professionals along with
a clinical child and pediatric psychologist.
Oral motor skills usually improve over time but can be
promoted in a more organized and efficient manner with
therapy. Pediatric speech-language pathologists and oc-
cupational therapists generally use noninvasive treat-
ments, such as proper positioning and posture, thickened
liquids, modification of bolus size, oral motor and desen-
sitization exercises, specialized nipples and bottles, and
altering the temperature, texture, or presentation of food.
The evidence base for these interventions is limited. (7)
(10) Transcutaneous neuromuscular electrical stimula-
tion is an emerging therapy for dysphagia in children.
It involves noninvasive, external electrical stimulation
of peripheral motor nerves of the anterior throat to acti-
vate the pharyngeal muscles involved in swallowing.
Dietary interventions aim to establish a balanced,
healthful diet. Because liquids are usually easier than sol-
ids to consume, the tendency is to supplement the diet
with toddler formula. Often formulas come to replace
meals, leading to grazing and inadequate energy and nu-
trient intake, further aggravating the child’s nutritional
deficiency. Clinicians should thus discourage overreliance
on toddler formulas and other liquid supplements. Reg-
istered dietitians may recommend nutrient- and energy-
dense foods and/or specialized formula.
Behavioral feeding therapy is implemented most ap-
propriately in the context of an interdisciplinary team,
typically including a registered dietitian, speech-language
pathologist, and clinical child and pediatric psychologist.
Effective therapy aims to eliminate factors that reinforce
maladaptive mealtime behavior. (2) Settings include out-
patient, partial day, and inpatient facilities. Treatment
should start with the least intrusive approach, generally
outpatient. The literature does not support pharmaco-
logic treatment with appetite stimulants (eg, megestrol
acetate and cyproheptadine) for behavioral feeding disor-
ders. Caregiver compliance is strongly associated with
skills maintenance and generalization.
Table 6. Components of a Feeding History
Ask Caretakers Clinical Significance
How they prepare infant formula Healthy infants require a concentration of 20 kcal/oz,
whereas those who have medical problems (eg,
cardiac disease) or failure to thrive may require
more concentrated or specialized formula
Whether they add infant cereal, pure
´ed solids, or
proprietary thickeners to formula
Poor tolerance of nonthickened formula may indicate
oral motor delay or oropharyngeal dysphagia;
premature introduction of solids may reflect
cultural practices
About food preferences and nutritional deficits (eg, convenience
foods, inadequate intake of fruits and vegetables, and excessive
juice or milk intake)
May suggest the child’s preferences or that caretakers
have difficulty setting limits
About grazing (eg, overly frequent breastfeeding in older infants;
toddlers and older children eating and drinking throughout the
day); these children may come to your clinic snacking and
drinking.
Grazing may lead to reduced energy intake, increases
the risk for dental caries, and suggests caretakers
have difficulty setting limits
About reliance on dietary supplements (eg, multivitamins,
megavitamins, toddler formula, and breakfast drinks) or appetite
stimulants (eg, megestrol acetate and cyproheptadine)
Indicates caretaker or practitioner concern and may
reveal inappropriate feeding practices
About difficulty chewing, excessive drooling, or food
or liquid leaving the mouth or nose
Indicates delayed oral motor skills
Patient’s age at and difficulty with transitions
from liquids to pure
´es to solids
May indicate delayed oral motor skills or behavioral
preferences
Whether child gags, chokes, coughs, or vomits during feeds or has
disruptions in breathing, apnea, or cyanosis during feeds
Raises concern for oropharyngeal dysphagia
About refusal, tantrums, rumination, pica, avoidance of certain
food textures, temperatures, and colors
Identifies maladaptive mealtime behaviors
nutrition feeding problems and disorders
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Those who cannot consume sufficient energy and nu-
trients or do so safely by mouth require enteral (ie, tube)
nutrition. Enteral nutrition can be delivered via nasogas-
tric tube, orogastric tube, or gastrostomy tube (g-tube).
For those requiring enteral nutrition for longer than 6
weeks, the latter is preferred. Minimally invasive percuta-
neous endoscopic gastrostomy and laparoscopic gastro-
stomy have largely supplanted the open laparotomy for
placement of g-tubes. To preserve oral activity and feed-
ing habits, along with hunger and satiety cues, oral feeds
(when safe) should precede supplemental tube feeds. En-
teral nutrition is delivered either intermittently or contin-
uously. The preferred method is intermittent bolus
feedings, which is more physiologic; however, if the pa-
tient does not tolerate bolus feeds then continuous feeds,
either intragastric or transpyloric (through a gastrojeju-
nostomy), is reasonable. Although the decision to initiate
enteral nutrition is emotionally challenging for parents, it
eliminates the pressure for oral feeding. It allows the child
to be fed safely and efficiently, reducing the risk of aspi-
ration and allowing for catch-up growth. Rapid or volu-
minous feeds may trigger retching or aggravate GERD.
Excessive caloric intake can cause overweight or obe-
sity, leading to problems handling and lifting children
who have physical disabilities. Bypassing the oral route
deprives the child of the experiences associated with feed-
ing, thus delaying oral sensorimotor skills and increasing
the risk for sensory-based food aversions when oral feeds
are reintroduced. The earlier in life that a g-tube is placed,
the more difficult it becomes to wean the child from it
later in life. Finally, continuous feeds are less physiologic
than are bolus feeds, resulting in decreased appetite and
increasing the risk of grazing and reliance on the g-tube.
Tube dependency occurs when the child has the ability to
ingest and digest food but cannot be weaned from tube
feeding, regardless of medical criteria. For these reasons,
children who have g-tubes should be exposed to the
mealtime environment, be encouraged to touch and in-
teract with food without regard to intake, be given bolus
feeds if tolerated, and have oral feeds advanced when pos-
sible. This, along with oral motor and/or behavioral
feeding therapy involving the parents, helps the child
progress to g-tube independence. Children who receive
no feeds, fluids, or flushes through their g-tube for 12
months are candidates to have the device removed. Pre-
mature removal may increase the child’s risk for compli-
cations, such as failure to thrive.
Table 7. DSM-5 Diagnostic Criteria
for Avoidant/Restrictive Food
Intake Disorder (307.59)
A. An eating or feeding disturbance (eg, apparent lack of
interest in eating or food; avoidance based on the
sensory characteristics of food; concern about
aversive consequences of eating) as manifested by
persistent failure to meet appropriate nutritional and/
or energy needs associated with one (or more) of the
following:
1. Significant weight loss (or failure to achieve
expected weight gain or faltering growth in children)
2. Significant nutritional deficiency
3. Dependence on enteral feeding or oral nutritional
supplements
4. Marked interference with psychosocial functioning
B. The disturbance is not better explained by lack of
available food or by an associated culturally
sanctioned practice.
C. The eating disturbance does not occur exclusively
during the course of anorexia nervosa or bulimia
nervosa, and there is no evidence of a disturbance in
which one’s body weight or shape is experienced.
D. The eating disturbance is attributable to a concurrent
medical condition or better explained by another
mental disorder. When the eating disturbance occurs
in the context of another condition or disorder, the
severity of the eating disturbance exceeds that
routinely associated with the condition or disorder
and warrants additional clinical attention.
Reprinted with permission from the American Psychiatric Association.
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.
Washington, DC: American Psychiatric Association; 2013.
Summary
• On the basis of strong research evidence, feeding
problems and feeding disorders are common,
especially in children who have developmental
disabilities. (1) (3)
• On the basis of strong research evidence, a variety of
prenatal, medical, environmental, behavioral, and
parental factors contribute to childhood feeding
disorders. (1) (3)
• On the basis of some research evidence plus
consensus, many feeding problems are preventable or
easily treated.
• On the basis of strong research evidence, left
untreated, feeding disorders may result in
complications, including aspiration pneumonitis,
failure to thrive, and parent-child conflict.
• On the basis of some research evidence plus consensus,
treatment of feeding disorders improves nutritional
status, growth, feeding safety, and quality of life.
nutrition feeding problems and disorders
Pediatrics in Review Vol.34 No.12 December 2013 555
by James Phalen on December 2, 2013http://pedsinreview.aappublications.org/Downloaded from
ACKNOWLEDGMENT. The author acknowledges past
and present members of the Interdisciplinary Feeding
Team at San Antonio Military Pediatric Center for their
clinical expertise and guidance, without which this article
would not be possible.
(The views expressed are those of the author and do not
reflect the official policy or position of the US Air Force, De-
partment of Defense or the US Government.)
Suggested Reading
American Speech-Language-Hearing Association. Swallowing and
Feeding Disorders. Available at http://www.asha.org/slp/
clinical/dysphagia/. Accessed October 29, 2013
Ellyn Satter Associates. Available at http://www.EllynSatter.com.
Accessed October 29, 2013
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Cochrane Database Syst Rev. 2012;10:CD009456
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1. A previously well 7-month-old infant is developing normally. She sits and holds her bottle independently,
reaches for food, and finger feeds herself. What is the most appropriate food choice for this infant?
A. Chewable solids.
B. Finely chopped table foods.
C. Mashed table foods.
D. Pureed meats.
E. Whole fruits.
The vignette below will be used for questions 2 and 3.
2. A healthy 14-month-old boy refuses solids at mealtime and prefers milk and juice. He has grown and
developed normally. He has no siblings. His mother is frustrated and concerned because nothing has worked to
change the behavior. His physical examination findings are unremarkable. What is the first step in treatment?
A. Ordering a comprehensive metabolic panel.
B. Prescribing a proton pump inhibitor.
C. Reassuring the mother.
D. Referring to a gastroenterologist.
E. Referring to an occupational therapist.
nutrition feeding problems and disorders
556 Pediatrics in Review Vol.34 No.12 December 2013
by James Phalen on December 2, 2013http://pedsinreview.aappublications.org/Downloaded from
3. The mother of the 14-month-old boy asks for some healthful behavior-shaping tips. In response you would
have her:
A. Arrange special mealtimes for her son.
B. Encourage him to self-feed.
C. Make the child sit alone at the table until his plate is clean.
D. Offer a cup of diluted juice if he eats some solids.
E. Permit the boy to watch videos during mealtime.
4. Which of the following 14-month-old boys who are growing normally has a feeding disorder rather than just
a feeding problem?
A. Drools constantly and dribbles food from mouth.
B. Feeds slowly but finishes most meals.
C. Pockets foods in mouth he does not like.
D. Refuses solids but loves milk and juice.
E. Spits out lima beans and broccoli.
5. A 14-month-old girl has severe oropharyngeal dysphagia related to hypoxic-ischemic brain injury secondary to
abruptio placentae. She now requires enteral feeding to provide adequate nutrition. Assuming the gut works
normally, the child is exposed to the family mealtime environment, and the child is encouraged to touch food
without regard to intake, optimal management would include:
A. Continuous gastrostomy tube feeding.
B. Continuous gastrojejunostomy tube feeding.
C. Continuous nasogastric tube feeding.
D. Intermittent bolus gastrostomy tube feeding.
E. Intermittent bolus nasogastric tube feeding.
Parent Resources From the AAP at HealthyChildren.org
•English: http://www.healthychildren.org/English/ages-stages/baby/feeding-nutrition/Pages/Signs-of-Feeding-
Difficulties.aspx
•Spanish: http://www.healthychildren.org/spanish/ages-stages/baby/feeding-nutrition/paginas/signs-of-feeding-
difficulties.aspx
nutrition feeding problems and disorders
Pediatrics in Review Vol.34 No.12 December 2013 557
by James Phalen on December 2, 2013http://pedsinreview.aappublications.org/Downloaded from
DOI: 10.1542/pir.34-12-549
2013;34;549Pediatrics in Review
James A. Phalen
Managing Feeding Problems and Feeding Disorders
Services
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