What is the Intensive Feeding Therapy Program Like at MetroEHS?
As we dive into the details of the Intensive Feeding Therapy Program at MetroEHS, hear from the experts at MetroEHS and how they collaborate on the most wholistic approach to Intensive Feeding Therapy.
Jessica Hunt (Occupational Therapist/Feeding Specialist): When it comes to treating children who have complex feeding difficulties and pediatric feeding issues, there's a multitude of things that are typically at the root of the problem. So what's very unique about the program that we have here is that we have involvement from both occupational therapy, speech and language therapy, physical therapy, a dietician, as well as psychology.
Rose Britt (Registered Dietitian): So it's all five disciplines. Spending time together with the family, with the patient, with each other, all talking at one cohesive time, making a plan instead of grabbing pieces from all over the place and putting them together. I think it makes it a lot smoother for us and the families as well.
Kris Krajewski (Director PT, OT, and Speech Services/SLP): Each of our disciplines really does have something to offer to this process, but when we work all together, we have the ability to help our kiddos make more progress more quickly.
Kayla Daniels (Physical Therapist): At Metro, we really take a whole body approach. We don't just look at one aspect of the child. And a lot of people don't think of physical therapy as part of the feeding team, but in order to eat, you have to use all of these posture and muscles, you have to hold yourself up. You have to hold your head up to be able to swallow. So really focusing on all of those aspects of your body is really important to be able to make the progress.
Azari Haygood (Psychologist): As a psychologist on staff for the Intensive Feeding Program, I offer mental health services to the families and to some of the clients. It's very stressful for a lot of these families. It's stressful for the clients that we see. And so, I offer just another support for them, where I'm helping them kind of overcome some of the stressors that they're experiencing around feeding.
Rose Britt (Registered Dietitian): It's not just me telling you what to do. There's so much more going into that, and you get to really listen to the families and hear why it's not working and problem solve together.
Kayla Daniels (Physical Therapist): The impact you can make, not only on the child's life, but on the family's life as a whole is huge.
Azari Haygood (Psychologist): Seeing that improvement in their family's lives feels really great all around.
Jessica Hunt (Occupational Therapist/Feeding Specialist): One in 23 children have a pediatric feeding issue. And so, to truly be able to address all of the aspects of that in one place, that's where we get to make a difference every single day.
Kris Krajewski (Director PT, OT, and Speech Services/SLP): It's like when you have a jigsaw puzzle and you're missing one piece, you can still tell what the picture of the jigsaw puzzle is going to be, but when you have all of the pieces together, integrated into this treatment, the result is just something so much more beautiful.
Feeding disorders are very common. Though it is hard to quantify, “[a]pproximately 20-50% of normally developing children, and 70-89% of children with developmental disabilities” (1) have a feeding disorder. How does this happen so frequently?!
According to Dr. Kay Toomey’s research and reviews of other studies, of children who have feeding disorders, between 65-95% of cases are caused by both behavioral and natural, organic causes (2017) (2). In other words, more often than not, a feeding disorder is not just behavioral! For example, a child that has undiagnosed reflux or allergies has learned to refuse food, because they have learned that food causes them to have an upset stomach. They may continue to refuse food even after receiving treatment for the initial physiological problem. A child that has choked on some solids because of undiagnosed oral dysphagia will begin to only eat liquid and purees to avoid choking. A child that is refusing crunchy foods could have sensory processing disorder and benefit from desensitization. A child that is having a hard time breathing will refuse food in order to get enough oxygen to survive. The examples could go on and on. Every child is different, and needs to be diagnosed and treated holistically.
Some signs that may indicate your child could have a feeding disorder include:
If your child eats less than 20 foods
If mealtimes take more than 30 minutes
If they refuse all of food of a certain texture or color, or are they having difficulty transitioning to solids
If they are choking, coughing, or gagging while eating
If they are demonstrating a lot of negative behaviors during meal times
If they have difficulty with mealtime routines or have a hard time sitting at the table
If they have difficulty chewing or swallowing (example: food left in their mouth after they’ve finished eating)
If you think your child could have a feeding disorder, or you feel that you’ve exhausted your options at home and don’t know where else to go, your child could likely benefit from a feeding evaluation and possibly feeding therapy. A pediatric feeding specialist can help you determine the cause, if a cause is present, make appropriate referrals, and plan the best course of treatment. Slowly, your child will become an adventurous and independent eater!
‘Tis the season of shopping! During all the hustle and bustle, MetroEHS wanted to offer a few tips for how to shop smart for your little superhero! At MetroEHS, we know that play is a crucial aspect of a child’s development. This means choosing the right toys can significantly impact a child’s cognitive, physical, social, and emotional growth. During this season of giving, we thought we could explore five suggestions for beneficial toys that cater to the developmental needs of children, as well as share our Amazon Shopping Idea list that was created by some of our amazing and knowledgeable MetroEHS therapists.
Sensory Toys and Building Blocks for Littles (0-2 years):
In the early stages of life, infants rely heavily on their senses to understand the world and face-to-face time during play time is paramount. Through engaging directly with beloved caregivers and family members by singing simple songs, reading nursery rhymes, and playing silly fingerplays like peekaboo, little ones learn to enjoy level appropriate toys as well as time with caregivers.
Sensory toys with high contrast patterns are the most engaging selection for children aged 0-2 years. This includes toys with different textures and sounds and toys that allow for simple problem solving. Aim for easy to grasp toys that target multiple senses for the sensorimotor stage of play in order to promote motor skill development and learning. Ensure toys are free from small parts that could pose a choking hazard. Be sure to engage with your child by narrating what they are feeling and doing with the toy with simple language (e.g., “Big ball!” if playing with a ball). soft, cold, bumpy, hard, etc.).
Children are natural builders and playing with building blocks can enhance their motor skills, spatial awareness, and creativity. Choose colorful blocks that are easy for small hands to manipulate. Building activities also promote problem-solving, social skills, and cognitive development as children experiment with different arrangements and structures. Engage with your child by verbalizing and encouraging them to “put on”, “knock down”, “kick over”, “put in”, “take out”, or use narration of colors and counting to practice those ever-important verbal skills. Make playtime learning time!
-Pretend Play for Toddlers (2-4 years): Preschoolers love to pretend and role play. Toys that simulate real life tasks (cooking, tools, costumes) are great for cognition and development of the imagination. They also foster independence, social and emotional skills, overall language, and critical thinking.
-Games for Early School-Aged Kids (4-6 years): Board games tailored for young children offer a fun way to introduce early learning concepts such as counting, color recognition, and basic literacy. Games like “Memory” or “Chutes and Ladders” encourage social interaction, turn-taking, and strategic thinking. Games like “Sneaky Squirrel” and “Twister” can foster fine and gross motor skills. Ensure the games are age-appropriate and encourage cooperative play, fostering important social skills.
-STEM Toys for School-Aged Children (6-10 years): As children progress through the school years, STEM (science, technology, engineering, and math) toys can play a vital role in developing critical thinking and problem-solving skills. Look for age-appropriate science kits, robotics, or construction sets that engage children in hands-on learning experiences. These toys not only make learning fun but also prepare children for the challenges of a technology-driven future. Consider games like Headbandz, which can allow your child an opportunity to practice vocabulary skills. Card games are a great time to play with your child in which your child can think strategically, for instance Uno, Phase 10, and Old Maid, can be fun for early school age children.
-Art and Craft Supplies for Creative Expression (All Ages): Foster your child’s creativity with art and craft supplies. From coloring books and crayons for younger children to more advanced crafting materials for older kids, these activities help enhance fine motor skills, self-expression, and imaginative thinking. Consider providing a designated space for art projects, allowing children to explore their creativity in a supportive environment.
Choosing the right toys for children aged 0-10 years involves considering their developmental stage and providing opportunities for growth through play. Soft, sensory toys, building blocks, educational board games, STEM toys, and art supplies can all contribute to a well-rounded and enriching playtime experience. By selecting toys that align with a child’s developmental needs, parents and caregivers can actively support their journey of learning and discovery. Parents are a child’s first play partner. The importance of a parent engaging in play with their child cannot be minimized! Enjoy this special time with your child and make playtime beneficial for both of you.
Experienced MetroEHS Clinicians pulled together a great shopping list which includes some of the toys discussed in this blog. You can find that list here.
A Comprehensive Guide for Parents on the Individualized Education Program
Navigating the world of special education can be overwhelming for parents, especially when faced with terms and processes that are unfamiliar but crucial for their child's education. One of the most crucial tools in supporting children with developmental needs is the Individualized Education Plan (IEP). But what exactly is an IEP, and how can it benefit your child? In this post, we’ll break down the IEP process into four essential points to help you understand how it works and how it can support your child’s educational journey. Plus, we’ll highlight how MetroEHS Pediatric Therapy leverages IEPs to providecomprehensive care for families.
1. Understanding the Basics: What Is an IEP?
An IEP, or Individualized Education Program, is a legally binding document developed for children who qualify for special education services in public schools. The child's IEP outlines specific educational goals, the services the child will receive, and the setting in which those services will be delivered. The IEP is designed to meet the unique needs of each student and is developed by a team that includes parents, teachers, school administrators, and specialists. The IEP is mandated by federal law to ensure that children with disabilities receive a free appropriate public education tailored to their unique needs.
An IEP is provided for students who are aged 3-26 in the state of Michigan. This is Part B of IDEA which is the Individuals with Disabilities Education Act, a federal law that provides free public education and special services to children with disabilities. IDEA entitles children to special education services if their disability significantly impacts their ability to access education, and if a specially designed program is needed. Part C of IDEA includes a special education law that governs special education programs and services for children who are birth to 3 years old. Special needs children in this age grouping and their families receive an Individualized Family Service Plan, and parents/caregivers are integral to the assessment and intervention process. This program is often called “Early On”.
At MetroEHS Pediatric Therapy, our specialists understand the critical role an IEP plays in a child’s education. We work closely with families and school districts to ensure that the IEP aligns with the child’s developmental goals, ensuring a smooth transition between therapy and the classroom environment.
2. The Evaluation Process: How Does It Start?
The IEP process begins with an initial evaluation with a MET (Multidisciplinary Evaluation Team). The MET only includes the required personnel for areas being assessed, which always includes a district representative, and a general education teacher in addition to other special education staff (special education teacher, speech and language pathologist, occupational therapist, and teacher consultants). This initial evaluation is a crucial step in the special education process to assess whether a child qualifies for special education services. In order to be eligible for special education programs and services, the child must have needs that pose an adverse academic impact. If your child has been diagnosed with a developmental disorder, such as autism, you should contact your local school district to request a special education evaluation. If parents disagree with the school's evaluation, they have the right to request an Independent Educational Evaluation (IEE) at the school district's expense. This request must be made in writing, as it ensures a documented trail of your efforts to seek assistance.
Once the request is made, the school district has 30 school days to complete the initial evaluation. MetroEHS is proud to assist families during this process, offering insights and support to ensure that every evaluation considers the child’s full range of needs.
3. Developing the IEP: Collaborating for Special Education Services Success
Once the evaluation is complete and eligibility is confirmed, the IEP team—including parents, teachers, and specialists—convenes for an IEP meeting to develop the IEP. During the IEP meeting, various school personnel, including teachers and administrators, collaborate to create a plan that addresses the child's unique needs. The plan outlines specific goals for the school year, the type of classroom environment the child will be placed in, and any additional services they will receive to support the child's educational development. An IEP meeting should be held at least once per year and can occur more often at the discretion of any IEP team member.
At MetroEHS, we emphasize the importance of parental involvement in this process. Parents are the experts on their child’s needs, and their input is crucial in creating an effective IEP. We work with families to ensure their voices are heard, advocating for the services and accommodations that will best support their child’s growth and learning.
4. Ongoing Monitoring and Adjustments: Keeping the IEP Relevant under the Disabilities Education Act
An IEP is not a static document; it is reviewed annually and adjusted as needed to reflect the child's educational progress and any changes in their needs. Every three years, a full reevaluation is conducted to reassess the child’s eligibility and to update the IEP accordingly. However, parents can request an IEP review at any time if they feel the current plan isn’t meeting their child’s needs. The 3 year Reevaluation may be waived, and the child’s eligibility at that time may be continued. This occurs if there is not a concern about the child’s eligibility, (e.g., the child’s condition is chronic).
MetroEHS is dedicated to ongoing collaboration with schools and families. We monitor the effectiveness of the IEP and make recommendations for adjustments when necessary. This commitment ensures that the child receives the most appropriate education and therapeutic services at every stage of their development.
MetroEHS: Your Partner in the IEP Process with a Special Education Teacher
At MetroEHS Pediatric Therapy, we are committed to helping children with developmental needs reach their full potential. We understand that the IEP is a vital tool in achieving this goal, and we work tirelessly to support families through every step of the process. From initial evaluations to IEP development and ongoing adjustments, our team is here to provide the expertise and advocacy needed to ensure your child’s success in school and beyond.
The best start for your child is for a family member or caregiver to contact their local school district to get the IEP ball rolling. They can call their district’s special education department and seek an evaluation/support as needed.
The Procedural Safeguards is a document given to parents/caregivers at every special education meeting. This includes specific guidance for special education for children in Michigan. You can access this information here: State of Michigan's Website
If you’re seeking more information about the IEP process or need support navigating special education services, contact MetroEHS today. Our experienced professionals are ready to assist you in unlocking the full potential of your child’s educational journey.
