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DVD

Picky Eaters vs Problem Feeders vs Avoidant/Restrictive Food Intake Disorder (ARFID)


Average Rating:
   15
Faculty:
Kay A. Toomey, PhD
Duration:
6 Hours 30 Minutes
Copyright:
Jun 08, 2021
Publisher:
PESI Inc.
Product Code:
RNV063505
Media Type:
DVD - Also available: Digital Seminar


Description

Pediatric feeding disorders make it difficult or impossible for a child to eat, drink, or digest food normally, often compromising their health and development.

The limited intake seen in these children reflects concern such as:

  • Food aversions
  • Lack of interest in eating or food
  • Avoidance based on sensory characteristics of food
  • Fear of choking or other adverse consequences
  • Serious medical and psychological complications consist of
    • Severe malnutrition
    • Growth failure
    • Marked interference with psychosocial functioning

Watch feeding expert, Dr. Kay Toomey, who has over 30 years of clinical experience assessing and treating children with a wide range of feeding challenges. She will show you clear guidelines to utilize the appropriate therapy approach.

Learn practical therapeutic interventions to use with children from each diagnostic group and ways to improve family meal routines and increase children’s intake of more nutritious foods

  • Identify physical, motor, sensory, oral-motor, environmental, nutritional and behavior factors necessary to consider, to properly assess feeding problems.
  • Delineate differential criteria for determining a child’s diagnosis as a typical eater, picky eater, problem feeder or a child with ARFID.
  • Learn when to refer to a specialist for additional treatment.

Change the lives of the children you work with…purchase this recording today!

Credit


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**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.  For Planning Committee disclosures, please statement above.  For speaker disclosures, please see the faculty biography.  For speaker disclosures, please see the faculty biography.


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The Montana Board of Behavioral Health no longer pre-approves any courses or sponsors. Each licensee is responsible for taking courses which contribute to their competence and directly relate to their scope of practice as defined in board statute (MAR 24-219-32). Licensees must keep CE documentation for three years in case of an audit. This intermediate level self-study activity consists of 6.25 clock hours of instruction.


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The Pennsylvania State Board of Social Workers, Marriage and Family Therapists and Professional Counselors accepts many national association CE approvals, several of which PESI offers. For a full list, please see your State Board regulations at https://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/. This intermediate level self-study activity consists of 6.25 clock hours of continuing education instruction.


South Carolina Counselors

This self-study program has been approved for 6.0 continuing education hours by the South Carolina Board of Examiners for Licensure of Professional Counselors, Marriage and Family Therapists, and Psycho-Educational Specialists. Provider #4540.


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Course Level: Intermediate Format: Recorded asynchronous distance. Full attendance is required; no partial credits will be offered for partial attendance.

 

Canadian Social Workers: Canadian provinces may accept activities approved by the ASWB for ongoing professional development.


California Social Workers

The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs.  A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This intermediate level self-study activity consists of 6.0 clock hours of continuing education instruction.


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COLORADO PARTICIPANTS ONLY: If you did not answer YES to be reported to the Colorado Chapter of the NASW on the evaluation, please contact cepesi@pesi.com and provide the full title of the webcast, speaker name, date of live broadcast, your name and your license number in the email.


Florida Social Workers

PESI, Inc. is an approved provider with the Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling. Provider Number 50-399. This self-study course qualifies for 6.25 continuing education credits. 


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PESI, Inc. is an approved provider with the State of Illinois, Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 159-000154. Successful completion of this self-study activity qualifies for 6.0 contact hours.


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Montana Social Workers

The Montana Board of Behavioral Health no longer pre-approves any courses or sponsors. Each licensee is responsible for taking courses which contribute to their competence and directly relate to their scope of practice as defined in board statute (MAR 24-219-32). Licensees must keep CE documentation for three years in case of an audit. This intermediate level self-study activity consists of 6.25 clock hours of instruction.


New York Social Workers

PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0008. This self-study activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance. 


Ohio Social Workers

PESI, Inc. is an approved provider with the State of Ohio Counselor, Social Worker and Marriage & Family Therapist Board. Provider approval #:RCST071001. Full attendance in this self-study course meets the qualifications for 6.25 clock hours of continuing education credit. 


Pennsylvania Social Workers

The Pennsylvania State Board of Social Workers, Marriage and Family Therapists and Professional Counselors accepts many national association CE approvals, several of which PESI offers. For a full list, please see your State Board regulations at https://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions. This intermediate level self-study activity consists of 6.25 clock hours of continuing education instruction.


Canadian Psychologists

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Florida Psychologists

PESI, Inc., is an approved provider with the Florida Board of Psychology.Provider Number #50-399.This product qualifies for 6.3 self-study continuing education credits.


Psychologists

This self-study activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements.


Illinois Psychologists

 

PESI, Inc is an approved provider with the State of Illinois, Department of Professional Regulation. License #: 268.000102. Full attendance at this self-study course qualifies for 6.0 contact hours.


Kentucky Psychologists

PESI, Inc. is approved by the Kentucky Board of Examiners of Psychology to offer continuing education for psychologists, approved provider #202312H. PESI maintains responsibility for this program and its content. This self-study activity will qualify for 6.25 contact hours.


New York Psychologists

PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0014. This self-study activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


Ohio Psychologists

PESI, Inc. is approved by the Ohio Psychological Association, Provider #263896894, to sponsor continuing education for psychologists. PESI, Inc. maintains responsibility for this program and its content. PESI is offering this self-study activity for 6.25 Standard hours of continuing education credit.


Pennsylvania Psychologists

PESI, Inc. is approved by the Pennsylvania State Board of Psychology to offer continuing education for psychologists. Provider #PSY000211. PESI maintains responsibility for the program(s). This self-study program qualifies for 6.25 continuing education hours.


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** You will need to provide your license number to PESI. PESI must have this number on file in order for your hours to be valid.


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CE credit is available. This self-study course consists of 6.0​ continuing education clock hours for Arizona OTs and OTAs. The Arizona Board of Occupational Therapy Examiners (R4-43-203) confirms acceptance of continuing education programs relevant to occupational therapy that are approved by the American Occupational Therapy Association (AOTA).


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Educators

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California Licensed Educational Psychologists

The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs.  A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This intermediate level self-study activity consists of 6.0 clock hours of continuing education instruction.


South Carolina Psycho-Educational Specialists

This self-study program has been approved for 6.0 continuing education hours by the South Carolina Board of Examiners for Licensure of Professional Counselors, Marriage and Family Therapists, and Psycho-Educational Specialists. Provider #4540.


Speech-Language Pathologists & Audiologists

This course contains 6.0 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.


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Florida Board of Speech-Language Pathology and Audiology

PESI, Inc. is an approved provider with the Florida Board of Speech-Language Pathology and Audiology. Provider Number: 50-399. This self-study course qualifies for 6.0 continuing education credits. 


Kansas Speech-Language Pathologists

Approved for 7.5 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


Other Professions

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Handouts

Faculty

Kay A. Toomey, PhD's Profile

Kay A. Toomey, PhD Related seminars and products

Toomey & Associates, Inc.


Dr. Kay A. Toomey is a pediatric psychologist who has worked with picky eaters and problem feeders for over 35 years. She has developed the SOS Approach to Feeding as a family-centered program for assessing and treating children with feeding problems. Dr. Toomey helped to form The Children’s Hospital – Denver’s Pediatric Oral Feeding Clinic, as well as the Rose Medical Center’s Pediatric Feeding Center.

 

Speaker Disclosures:
Financial: Kay Toomey is the president of Toomey & Associates. She receives a speaking honorarium, recording, and book royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Kay Toomey is a member of the PFD Alliance Committee with Feeding Matters. She is a member of the American Psychological Association, the Colorado Psychological Association, the Society of Pediatric Psychology, and the Society for Developmental and Behavioral Pediatrics.


Additional Info

Access for Self-Study (Non-Interactive)

Access never expires for this product.


Objectives

  1. Determine physical, motor, sensory, oral-motor, environmental, nutritional and behavior factors necessary to consider, to properly assess feeding problems.
  2. Distinguish differential criteria for determining a child’s diagnosis as a typical eater, picky eater, problem feeder or a child with ARFID.
  3. Evaluate the diagnosis of ARFID to discover sensory sensitivity, fear of aversive consequences and/or apparent lack of interest in eating or food.
  4. Utilize practical treatment strategies to advance children’s feeding skills, improve family meal routines and increase children’s intake of more nutritious foods.
  5. Conduct more thorough and accurate diagnoses, to implement the right treatment approaches for the distinct types of feeding/eating problems.
  6. Discriminate when a child needs additional evaluation and intervention by specialists for more intense treatment.

Outline

Prevalence of the Problem
  • Picky eating
  • Problem feeding
  • ARFID
The Complexity of Feeding/Eating
  • 7 areas of human function
  • How children learn to eat (or not)
How to Complete a Comprehensive Feeding Assessment
  • Medical/organs
  • Oral-motor skills
  • Sensory-motor skills
  • Postural and motor skills
  • Nutrition
  • Learning/cognition
  • Environment
Differential Diagnoses Criteria, Research and Limitations
  • Picky eating
    • Able to tolerate new foods on plate
    • Decreased range or variety of foods that will eat
    • Frequently eats a different set of foods than the rest of the family
  • Problem feeding
    • Restricted range or variety of foods
    • Refuses entire categories of food textures
    • Cries and “falls apart” when presented with new foods
  • ARFID
    • Accept a limited diet in relation to sensory features
    • Food refusal is related to aversive or fear-based experiences
    • Extreme pickiness; distractible and forgetful
Treatment Approaches – Align Treatment w/ Diagnosis
  • Systematic desensitization
  • Flooding/escape extinction
  • Eating disorders
Case Studies: When Assessments Go Well, and When They Don’t
  • Picky eating –
    • Case 1 = 2 ½ year old male with limited number of accepted foods he will eat, variable eating from one day to the next, issues staying at the table
    • Case 2 = 2 ½ year old female with restricted food range, over reliance on liquids for calories and swallowing assistance
    • Case 3 = 9 year, 8 month old male with lack of healthy proteins per parents, and no vegetables in his food range
  • Problem feeding –
    • Case 1 = 3 year, 10 month old female with a G-tube, born at 26 weeks gestation, complicated medical history
    • Case 2 = 4.25 year old female born with congenital Rubella, poor weight gain, restricted food range, episodes of gagging and coughing, episodes of refusing to eat
  • ARFID –
    • Case 1 = 15 year old male with chronic “chok-y” sensation, significant weight loss, hospitalized in an Eating Disorders program
    • Case 2 = 13 year old male with difficulties eating food at school, restricted food range per parental report, refusal to eat vegetables
Practical Feeding Strategies for Pediatric Feeding Disorder
  • Routines and environmental supports
  • Matching foods to a child’s skillset
  • Reinforcement
  • Management of maladaptive behaviors
When to Refer
  • Red Flags
  • Picky Eater vs Problem Feeder criteria

Target Audience

  • Psychologists working with Feeding Disorders, Eating Disorders and/or ARFID
  • Other mental health providers working with Feeding Disorders, Eating Disorders and/or ARFID (e.g. social workers, counselors)
  • Pediatric Occupational Therapists
  • Pediatric Speech Pathologists
  • Pediatric Feeding Specialists
  • Physicians and/or Psychiatrists working with Feeding Disorders, Eating Disorders and/or ARFID
  • Registered Dietitians working with Feeding Disorders, Eating Disorders and/or ARFID
  • Day care providers
  • Teachers/Educators
  • Nurses

Reviews

5
4
3
2
1

Overall:      4.8

Total Reviews: 15

Comments

Sharla H - FALLBROOK, California

"Excellent course loaded with relevant content. "

Laura T - Westerville, Ohio

"I am a special needs preschool teacher who now has a better understanding of what my families are working through and how I can support during school."

Kim M - Tulsa

"Excellent course! Information provided related to growth and nutrition was especially helpful"

Wendy S - LAPORTE, Indiana

"great job imformative"

Dianne Downing M - WACO, Texas

"Excellent presenter. Would like to learn more from her. Amazing!"

Courtney K - Homer Glen, Illinois

"Thank you for sharing your knowledge and expertise, Dr. Toomey. I preferred if the course focused more on strategies, but I'm sure it's a lot of content to navigate, as well as it being a burden to speak for 8 hours to a live group of people as well as through a webcast."

Lindsey M - Lawrence, Kansas

"Great evidence based presentation with knowledgeable presenter"

Erika P - CLAYTON, California

"Great course. Hoping for more courses targeting feeding challenges."

Rebecca E - MARYVILLE, Tennessee

"great course! happy I participated! "

Carrie W - PORTSMOUTH, Ohio

"Finally happy to take a course regarding feeding. I am an Occupational Therapist and I am seeing more of these children in my practice. "

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