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Pediatric Dysphagia from Michelle Dawson
Pediatric Dysphagia Establishing the Brain-Mouth-Gut Connection from Michelle Dawson
Duration:6 Hours 35 Minutes | Format:Audio and Video
Archive : Pediatric Dysphagia from Michelle Dawson
BRAIN MOUTH GUT CONNECTION
- How multiple systems are connected
- Development of Innovation of the systems
- Common medical breakdowns in patients
TYPICAL REFLEX DEVELOPMENT
- Progression of typical sucking patterns
- Progression of typical chewing patters
- Impact of feeding tubes on integration of reflexes
MEDICALLY FRAGILE CASELOAD
- How specific diagnoses and treatments can lead to oropharyngeal dysphagia
- When to make referrals to specialists and why
ALTERNATIVES TO PO (BY MOUTH FEEDING)
- Types, locations, implications of feeding tubes
- Disruption to digestion process and nourishment
INTERVENTIONS FOR POSITIVE AND FUNCTIONAL OUTCOMES
- Approaches focused on patient access to ADLs
- Special consideration for cultural factors & socioeconomic barriers
- Treatment and strategies for home/health base clinicians
- Interactive Activities – mini breakouts
- Video case examples of interventions and patient/family perspectives
- 2.5 year old S/P – grade 4, grade 3, grade 2 bleed(s) with an g-tube
- 15 month old exclusively breast fed with diagnosis of EOE (Eosinophilic Esophagitis) and new feeding tube
- 5 year old with autism spectrum disorder – tube fed from 6 months, post cardiac surgery
- Follow the case history of a 3 month old-4year old with esophageal atresia S/P surgical repair and a g/j tube
- Case Studies from participants
For most, the ability to eat with peers in the school cafeteria, or participate in family dinners is a given. However, a significant subset of the population is unable to safely and independently participate in communal mealtime due to oropharyngeal dysphagia.
It is crucial that you as a clinician be knowledgeable and comfortable with the intricacies of your young patients’ conditions in order to maximize the effectiveness of treatment. This requires a detailed understanding of the brain-mouth-gut connection and the impact common pediatric disorders have on it. Ultimately, it is our goal as clinicians to establish these connections, and to help our patients live up to their fullest potential.
This recording is designed to educate attendees on the ins and outs of the brain-mouth-gut connection, what leads to breakdowns in this system, and how these breakdowns can result in oropharyngeal dysphagia.
Those who watch will participate in numerous breakout hands-on activities, view videos of functional based treatment, and hear raw testimonials from the parents of medically fragile children with oropharyngeal dysphagia. This multifaceted approach is designed to equip attendees with numerous take home interventions unique to the needs of their medically fragile and complex pediatric patients from birth into early childhood.
Salepage : Pediatric Dysphagia from Michelle Dawson
Michelle Dawson is autistic and has never attended university as a student. In the early 2000s, faced with the devastating effects of human rights violation based on her diagnosis, she started learning about autism science, ethics, and law.
Since 2004, she has been affiliated with the Université de Montréal’s autism research group. Despite her lack of formal education and the precariousness of her situation, she has collaborated widely with academics here at home and around the world, and made original contributions to autism research in scientific journals, encyclopedias, scholarly books, and conference presentations. She has also used social media to promote better standards in autism research.
Her work has contributed to the advancement of knowledge in several areas, including perception, cognition, learning, and intelligence in autism. She has documented the poverty of scientific and ethical standards in autism intervention research, and the resulting harm to autistic people. Contrary to long-entrenched views, she believes that autistics deserve the same basic rights as the rest of humanity. She also believes that in research, as elsewhere, autistic and non-autistic people should work together as equals.
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