Poster Presentations

Poster Presentations
Friday, September 25, 2026
3:45 pm – 5:15 pm

• P1 - Mind the Gap: Fast Track to Oral Feeds

  Katie Youngmeyer, MOT, OTR/L
  Lindsey Cary, MS, CCC-SLP
  Julie Cherradi, MS, CCC-SLP

  Our therapy team at St. Louis Children’s Hospital identified that following discharge from the NICU, families of patients with feeding modifications were only receiving support through infrequent Newborn follow-up clinic visits. Preliminary data collection showed that 73% of these patients were discharged from the NICU without a referral for outpatient feeding therapy at Children’s. Evidence shows that these patients are at risk for long-term feeding and developmental challenges without close follow-up. Through collaborative work with both inpatient and outpatient teams, we developed standard criteria and processes for obtaining referrals prior to NICU discharge. Our initial outcome metric was to increase referrals from 27% to 40% by project completion. Data collection up through abstract submission date has shown an 85% referral rate using newly developed standard processes. Presenters will provide methodology used to develop standard processes and ideas for strengthening communication between departments to provide optimal patient outcomes.

  At the end of this presentation, participants will be able to:

  • Identify and descibe ideas for standard process opportunities within feeding programs
  • Identify and discuss appropriate referral workflows for inpatient to outpatient feeding programs
  • Apply standardized criteria to determine when a feeding therapy referral is indicated
  • Identify and describe impact of improved referral practices on patient outcomes through ongoing data collection

  Level of Learning: Intermediate

• P2 - Positive Outcomes for Families Using Interpreters

  Maureen Hockaday, CCC-SLP, CLC
  Adina Seidenfeld, PhD
  Gabriela Echiverria-Moats, PhD
  Sonja Calkins, SLP
  Lauren Garbacz, PhD

  Background: Interpreter use in clinical settings is often perceived to reduce efficiency and limit providers’ ability to build rapport and communicate recommendations effectively during interdisciplinary evaluations. Within the Comprehensive Pediatric Feeding & Swallowing Program (CPFSP), staff identified interpreter involvement as a health equity challenge.

  Objective: To determine if interpreter use impacts evaluation efficiency, caregiver experience, and follow‑up engagement. Post project completion, we examined whether providers’ comfort with interpreted encounters improved.

  Methods: The team collaborated with Interpreter Services to review best‑practice guidelines and clarify workflow processes. Time‑based data were collected from 26 evaluation clinics over two months (4 involving interpreters). Caregiver experience data were gathered over  45 days (20 respondents; 71% of eligible families). Follow‑up timing and attrition rates were compared for 82 patients who used interpreters and 1,084 who did not. Staff perceptions were captured through a post‑project survey.

  Results: Interpreter‑supported visits represented 9% of encounters. Evaluation duration, caregiver satisfaction, and follow‑up timing did not differ between groups. Attrition rates were similar (13.4% interpreter vs. 19.1% non‑interpreter; p = n.s.). Although the number of interpreter‑using families in timing and feedback subsets was small, results showed no negative impact associated with interpreter involvement. Staff reported increased comfort and reduced perceived inequities following the project.

  Conclusions: Results of this quality improvement project highlight staff misperceptions of interpreter use. Interpreter presence did not negatively affect efficiency, family experience, or follow‑up engagement.  Continued emphasis on best‑practice interpreter strategies and overall clinic workflow improvements may further support linguistically diverse families.

   At the end of this presentation, participants will be able to:

  • Describe common staff and caregiver experiences utilizing interpreters in a feeding evaluation
  • Identify and describe  methods for evaluating staff and caregiver experiences of interpreter services
  • Identify three best practices when using an interpreter.

   Level of Learning: Intermediate

• P3 - Establishing a Care Coordination Model Between Nutrition and Therapy Services for Patients With PFD in an Outpatient Hospital Setting

  Ashley Haller, RDN
  Victoria Volpe, CCC-SLP
  Sarah Dougherty, MS, CCC-SLP, CLC

  The benefits of multi-disciplinary care for patients with pediatric feeding disorder are well described in the literature. However, barriers exist to implementing this care model within an outpatient pediatric clinic. In this poster, we will describe a pilot model for increasing collaboration between outpatient nutrition and therapy services for patients with pediatric feeding disorders. A case example will be shared to outline the workflow from initial referral to completion of joint visit. We will describe the methods utilized for care coordination, proposed benefits of this model, barriers and limitations to multi-disciplinary care, and future directions for clinical practice and research in this area.

  At the end of this presentation, participants will be able to:

  • Describe three benefits of multi-disciplinary care.
  • List two barriers and one potential solution to facilitate of multi-disciplinary care.
  • Identify three modalities of collaboration.

   Level of Learning: Introductory

• P4 - Effects of a Brief Outpatient Feeding Intervention on Caregiver Stress and Perceived Feeding Problem Severity

  Alana Telesford, PhD
  Morgan Heiser, PsyD, BCBA, NCSP

  Prior research has emphasized the use of behaviorally based strategies for intervening on a variety of presenting problems for children with pediatric feeding disorders (Sharp et al. 2016; Lukens & Silverman, 2014; Alaimo et al., 2017; Gosa et al., 2017). Most studies have focused on the use of an intensive outpatient therapy model (Andersen et al., 2024; Sharp et al. 2016; Alaimo et al., 2017). The present research aims to address the efficacy of utilizing a brief outpatient treatment model using behavioral intervention strategies to address feeding difficulties. Caregiver stress and perceptions of feeding difficulties may influence satisfaction with treatment, and the utility of implementing this model in the future. Thus, the present study also seeks to understand caregiver’s stress and perceptions on the magnitude of their child’s feeding problem. Families attend a one-hour session weekly with a psychologist, targeting one to four goals related to their child’s feeding problem. Progress is assessed based on the goals established and documented at the onset of treatment. Ratings are gathered from caregivers throughout the course of care related to the perceived severity of their child’s feeding difficulties, and how stressed or worried they are about their child’s feeding difficulties. It is hypothesized that caregiver stress and worry will decrease over the course of the 12-week program, and the perceived magnitude of the feeding difficulties.  The results may guide the feasibility and validity of implementing an outpatient behavioral feeding therapy program, and the impacts of feeding difficulties on caregiver stress and perceptions.

  At the end of this presentation, participants will be able to:

  • Desribe the structure of a 12-week outpatient model for intervening on feeding difficulties.
  • Describe caregiver’s stress and perceptions related to pediatric feeding disorders.
  • Explain the feasibility of data collection using a brief outpatient therapy model for pediatric feeding disorders.

  Level of Learning: Intermediate

• P5 - Considerations in an Outpatient, Multidisciplinary Co-Treatment Model for Addressing Feeding Concerns in a Post-Liver Transplant Patient With Medical-Based Trauma

  Ashlae Portell, PhD, LP
  Wendy Jennejahn, MS, CCC-SLP

  Children who have undergone solid organ transplantation can experience a myriad of complications post-operation, including feeding difficulties. Some children remain dependent on enteral/parenteral nutrition long after discharge from the hospital despite attempted intervention, and ongoing follow-up care is recommended to improve oral feeding. However, children presenting with these feeding difficulties post-operation are also at greater risk for experiencing post-traumatic stress symptoms, which can serve as a barrier to participation in feeding therapy. This case study aims to highlight the challenges and opportunities for intervention in this population. In particular, the case involves a 2-year-old girl less than 1 year post-liver transplantation who is 100% g-tube dependent for nutrition and refuses oral care following symptoms of post-traumatic stress. An outpatient, co-treatment model of therapy with a speech language pathologist and behavioral psychologist is presented, and treatment considerations for addressing co-morbid medical-based trauma is discussed.

  At the end of this presentation, participants will be able to:

  • Identify and acknowledge the impact of medical-based trauma on feeding outcomes.
  • Identify therapist-led and caregiver-led strategies for addressing feeding concerns in a patient with medical-based trauma.
  • Develop a multidisciplinary treatment plan for addressing feeding concerns in a patient with medical-based trauma.

  Level of Learning: Intermediate

• P6 - A Tale of Three Siblings: Navigating Feeding Challenges With a Rare Genetic Disorder

  Katherine Stevens, MS, OTR/L
  Gamze Ozsoy, MD
  Stephanie Brown, MSPH, RD, CSP, LDN
  Aaron Lesser, PhD, BCBA-D, LBA
  Kathryn Davis, MSPH, RDN, LDN, CLC

  This poster will focus on the evaluation and treatment planning for three siblings varying in age with a rare genetic disorder Burnside Butler Syndrome) and highlight the value of the interdisciplinary feeding team.   This poster will review the gaps in the literature for the diagnosis and highlight red flags/concerns that may occur in an evaluation. Additionally, the features of their feeding problems will be compared as each sibling presented differently from a behavioral, feeding skill, and medical perspective.  The oldest sibling presented with a more sensory and behavioral picture, the second presented with a GI history and g-tube dependence paired with behavioral concerns, and the third had a complex airway, laryngeal cleft, and need for gastrostomy tube.

  At the end of this presentation, participants will be able to:

  • Identify feeding concerns that could arise in this population
  • Identify the role of the interdisciplinary team in the treatment of this population
  • Determine the considerations necessary for the development of recommendations to ensure continued success for families with multiple children

   Level of Learning: Intermediate

• P7 - Transforming Care Delivery in a Multidisciplinary Feeding Center: A PDSA-Driven Approach to Improving Patient and Staff Satisfaction Patient and Staff Satisfaction

  Sandra Galbally, MS, CCC-SLP
  Sherri Shubin Cohen, MD, MPH
  Shayna Eppley, OTD, OTR/L, SWC, CNT

  There are prolonged wait times for multidisciplinary feeding services across the country, creating significant barriers to timely, coordinated care. Maintaining the high standard of care traditionally delivered in comprehensive multidisciplinary clinics—while also ensuring accessibility and operational efficiency—presents ongoing challenges. In practice, not all disciplines are required at every stage of a patient’s treatment; however, accurately anticipating which providers will be needed, and when, can be difficult. Additionally, clinicians may experience reduced job satisfaction when attempting to deliver targeted, discipline-specific interventions within a shared, consultative visit structure.

  The Feeding Center at Children’s Hospital of Philadelphia (CHOP) has undertaken an iterative program redesign to improve patient access, optimize care delivery, and enhance staff satisfaction. Under the previous model, the full multidisciplinary team (4–5 disciplines) evaluated each patient at the initial visit, with ongoing follow-up typically involving 3–5 disciplines regardless of evolving clinical needs.

  In the redesigned model, each patient’s feeding pathway is determined during the initial multidisciplinary evaluation. Patients are then directed to a tailored intervention pathway aligned with their specific treatment needs, rather than automatically engaging all disciplines. This flexible structure allows patients to transition seamlessly between services as their needs change, promoting more efficient resource utilization while preserving comprehensive, patient-centered care.

  At the end of this presentation, participants will be able to:

  • Describe the challenges in access to multidisciplinary pediatric feeding services, including prolonged wait times and barriers to coordinated care.
  • Describe a care model that includes individualized feeding pathways and tailored intervention tracks.
  • Demonstrate practical implementation steps and lessons learned for other centers considering similar pathway-based redesigns, including change management strategies and data collection needs.

  Level of Learning: Intermediate

• P8 - Listening to Feeding: Acoustic Detection of Aspiration Risk in Infants Using a Smartphone Application

  Caroline Martinez, MD, FAAP, MS
  Louisa Ferrara Gonzalez, PhD, CCC-SLP, BCS-S, CNT, CLC, NTMCT
  Neina Ferguson, PhD, CCC-SLP

  Infant feeding disorders affect 25–45% of typically developing infants and up to 80% of those with complex medical histories. Aspiration and penetration carry serious consequences including aspiration pneumonia, chronic lung disease, and failure to thrive. Gold-standard diagnosis via videofluoroscopic swallow studies (VFSS) or fiberoptic endoscopic evaluation (FEES) requires specialized equipment, radiation, and tertiary care access unavailable to most families and community clinicians.

  This poster presents an FDA Breakthrough Device-designated smartphone application in early-stage multi-site clinical validation. The application captures audio of swallow, exhale, inhale, and suck events during natural bottle or breast feeding and applies machine learning models to extract acoustic biomarkers associated with unsafe airway protection without  no radiation, sedation, or specialized equipment required.

  Pilot data collected across two clinical sites with infants referred for fluoroscopy comparing safe swallows (PAS 1–2) to those with penetration or aspiration (PAS 3–8) revealed significant acoustic differences. Unsafe swallowers demonstrated slower swallow initiation, chaotic post-swallow exhalation, and altered inhale fundamental frequency as well as disrupted suck-swallow-breathe (SSB) coordination patterns. Implementation challenges, and preliminary findings and clinical implications will be discussed.

  Attendees will gain familiarity with the acoustic biomarker framework, understand the physiological basis of key discriminating features, and explore the clinical pathway from acoustic screening to confirmatory instrumental assessment. Implications for expanding dysphagia screening access in NICU, community, early intervention, and home settings will be addressed.

  At the end of this presentation, participants will be able to:

  • Describe at least three acoustic biomarkers that distinguish safe from unsafe infant swallowing patterns and explain their physiological basis within the suck-swallow-breathe coordination framework
  • Explain how signal processing and machine learning pipeline captures and classifies infant feeding sounds to generate aspiration risk signals without radiation or specialized clinical equipment
  • Describe current limitations of pilot-stage acoustic screening technology and articulate what additional validation is needed before clinical implementation at scale.

  Level of Learning: Intermediate

• P9 - Evaluation of Process to Support Transitioning Out of a Pediatric Multidisciplinary Pediatric Feeding Disorders Clinic: A Quality Improvement Project

  Georgia Karakatsanis
  Ryan Davidson, PhD
  Sarah Fleet, MD, PNS

  Pediatric feeding disorders (PFD) are common among medically complex youth with up to 50% of children with chronic medical conditions experiencing feeding difficulties. Due to the combination of medical, nutritional, and psychosocial factors, the gold standard of care for children with PFD is multidisciplinary care. However, there can be age limits to some programs, requiring a transition of care to new providers, which can also include transitioning out of a multidisciplinary program. There is very little research on how to support families as they transition from a multispecialty clinic to individual subspecialty care. The current project aimed to address this challenging transition as one multidisciplinary PFD clinic adapted the Got Transition (R) Six Core Elements from the health care transition literature to improve outcomes of age-related care transitions. There were several challenges in implementing the Six Core Elements, including mixed fidelity in completion of the various administrative tasks.  The most common medical diagnoses for patients within the program were PFD and constipation, while the most common psychiatric diagnoses were Avoidant/Restrictive Food Intake Disorder (ARFID), Autism Spectrum Disorder, and anxiety disorders. Approximately half of patients completed the program with new pediatric providers identified (GI or Nutrition or Behavioral Medicine) and a third were referred back to their pediatrician. Further research should include identifying key process elements that are associated with identification of and completion of warm hand-offs to new providers along with assessment of patient/caregiver satisfaction with the transition process.

  At the end of this presentation, participants will be able to:

  • Explain the importance of structured transition processes for transitioning children out of a multidisciplinary setting to independent providers
  • Identify six core elements associated with successful transition of care.
  • Recognize barriers associated with implementation of transition of care program in a pediatric feeding disorder setting

  Level of Learning: Intermediate

• P10 - Combining Behavioral Analytic and Cognitive Behavioral Techniques to Address Co-Morbid Emetophobia and Pediatric Feeding Disorder: A Preliminary Case Study

  Brian Dudley, MA, BCBA
  Ashlae Portell, PhD, LP

  Approximately 5-9% of children and adolescents meet criteria for emetophobia, or the fear of vomiting, at some point before adulthood, with a mean age of onset of 9 years old. Of these children, a majority of them (50-75%) meet criteria for a feeding disorder. Research has shown that children with feeding concerns who also have a comorbid anxiety disorder often present with worse functioning. Given this, the question remains whether these children benefit from anxiety management prior to receiving feeding services, or if services can be conducted simultaneously to promote the best outcome. This case study examines the treatment and prognosis of a 10-year-old male diagnosed with generalized anxiety disorder, specific phobia (emetophobia), and pediatric feeding disorder who was recommended for intensive daily outpatient services to increase dietary variety as well as decrease avoidance and refusal behaviors during meals. He had previously been seen by a general behavioral psychologist to address anxiety symptoms. Treatment sequence, combination, and course are discussed. We argue that combining behavioral analytic and cognitive behavioral techniques, along with consultation with a general behavioral psychologist, contributed to the patient’s success. Future research is needed to examine the direct impact of feeding services on patient functioning related to emetophobia.

  At the end of this presentation, participants will be able to:

  • Identify the prevalence of co-morbid anxiety disorders and specific phobias in the feeding disorder population.
    Compare and contrast treatment strategies for addressing co-morbid anxiety and feeding disorders.
    List the benefits of consultation with a general behavioral psychologist when treating children with co-morbid anxiety and feeding disorders.

  Level of Learning: Intermediate

• P11 - Growing the Table: Addressing Feeding Therapist Shortages Through Grant Funding

  Pam Holland, EdD, CCC-SLP, BCS-FNAP
  Bryn Brown, MA, CCC-SLP, COM
  Sarah Clemins, MS, CCC-SLP
  Mona Sanders, MA, CCC-SLP

  Access to pediatric feeding and swallowing services remains limited nationwide, particularly in rural regions impacted by financial constraints and workforce shortages. University-based clinics are positioned to address these gaps, but increasing demand has outpaced resources. At the Marshall University Speech and Hearing Center (MUSHC), referrals increased substantially, resulting in waitlists exceeding one year. This demand is driven by rising rates of autism spectrum disorder, increased survival of medically complex infants, prenatal substance exposure, and food insecurity.

  The Marshall University Speech and Hearing Center (MUSHC), an outpatient clinic serving approximately 170 clients per semester, has partnered with the Huntington Scottish Rite for over two decades to reduce financial barriers through scholarship and deductible assistance programs. To expand access to this population, MUSHC implemented service innovations, including group-based feeding therapy. Group models provided a scalable approach, allowing clinicians to serve multiple children while fostering peer modeling and caregiver engagement. As there was no dedicated billing mechanism for feeding groups, alternative funding strategies were developed. Parallel efforts secured funding for interdisciplinary feeding evaluations involving speech-language pathology, dietetics, psychology, occupational, and physical therapy. These essential services for children with complex feeding needs are often difficult to sustain due to limited reimbursement and reliance on volunteer time.

  This presentation describes the development, implementation, and outcomes of this funded, group-based service delivery model. Presenters will highlight components of successful clinic–community partnerships and provide guidance for securing funding, structuring group interventions, and expanding interdisciplinary care models.

  At the end of this presentation, participants will be able to:

  • Evaluate strategies implemented to address service delivery gaps (e.g., staffing expansion, group therapy models) and their effectiveness in reducing waitlists.
  • Analyze the benefits of community–academic partnerships in improving access to care.
  • Develop potential funding or programmatic solutions to expand service capacity for pediatric feeding and swallowing therapy in their own clinical or academic settings.

  Level of Learning: Intermediate

• P12 - When ARFID is really PFD: Case studies in Why Working Within Diagnostic Silos Does Not Benefit Patients

  Barbara Coven-Ellis, SLPD, CCC-SLP, MA

  Pediatric Feeding Disorder (PFD) affects 1 in 23 children and ARFID is estimated to affect between 0.5% to 5% of children, with pediatric inpatient and outpatient specialty feeding clinics reporting that 5-22% of the patients in their programs qualify for an ARFID diagnosis.  While both diagnoses have specific diagnostic criteria, they do display overlaps. Unfortunately, rather than recognizing the overlaps and working together to better understand etiologies and ensure best outcomes, individual clinicians, clinics, and feeding programs often evaluate and treat within a diagnostic silo of either ARFID or PFD, essentially limiting access to the full range of care many of these patients need. This poster/presentation uses case studies to illustrate how siloed care can result in prolonged, ineffective interventions, wasted time and money, and significant added stress on the family unit.

  At the end of this presentation, participants will be able to:

  • Describe how overlaps in diagnostic criteria may result in children with PFD and ARFID being misdiagnosed, resulting in ineffective care and delays in receiving appropriate intervention.
  • Recognize how the limited availability of feeding specialists and/or behavioral specialists may result in children with PFD or ARFID being referred for specialized treatment that may not even include the appropriate intervention(s).
  • Identify specific differences and overlaps within the ICD-10 diagnostic criteria for ARFID and PFD that impact the range of services for which a child may qualify, and how that has the potential to negatively impact overall outcomes

  Level of Learning: Intermediate

• P13 - Parent-Mediated Responsive Feeding Therapy for Tube Weaning in Children With Neurodevelopmental Disabilities: A Comparative Case Report

  Alice Zhang, PhD, BCBA-D, LBA-KS
  Heidi Moreland, MS, CCC-SLP, BCS-S, CLC
  Lauren Foster, OTD, OTR/L

  This comparative case series examined outcomes of parent-mediated Responsive Feeding Therapy (RFT) in three G-tube–dependent children (aged 18–30 months) with neurodevelopmental conditions. Each child received individualized RFT, emphasizing caregiver responsiveness, child autonomy, and non-coercive feeding environments. Therapy followed a preparatory parent education phase, a 10-day intensive phase with real-time coaching, and five months of individualized follow-up delivered in-person, hybrid, or virtual formats. Outcomes measured across six timepoints included tube dependence, oral-motor skills, feeding behaviors, and caregiver stress.

  Results showed complete weaning in two children with neuromotor disorders and 50% reduction in tube dependence in one child with a growth regulation disorder. All cases demonstrated significant improvements in oral-motor skills, feeding behaviors, and caregiver stress, regardless of diagnosis or delivery modality. No adverse events occurred. Findings highlight that RFT supports both feeding skill development and family well-being, even when full tube independence is not achieved. Virtual and hybrid models proved feasible and effective, underscoring RFT’s adaptability and family-centered approach for children with complex feeding needs.

  At the end of this presentation, participants will be able to:

  • Describe the principles of Responsive Feeding Therapy and its application in tube-dependent children.
  • Identify key indicators predicting successful tube weaning outcomes in children with neurodevelopmental disabilities.
  • Evaluate the feasibility of virtual and hybrid RFT delivery models in clinical practice.

  Level of Learning: Intermediate