What is it about?

It is within the scope of practice of the speech-language pathologist to provide swallowing and feeding management for children with pediatric feeding disorder (PFD) in the public school setting. Offering safe and effective swallowing and feeding management to this population requires an understanding of the swallowing and feeding needs of public-school students and public-school speech-language pathologists (PSSLPs)’ perceptions of their confidence to provide these services. This study provides outcomes on the specific roles PSSLPs nationally need to be prepared for in PFD service provision, and data on the degree of assurance PSSLPs possess to perform these roles. Data on the personal and professional factors that are related to perceived confidence provides direction on what may improve confidence for PFD management in public schools. This study also highlights facilitators and barriers to administrator support that needs to be considered for the successful provision of these services.

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Why is it important?

These study outcomes offer support for the role that public school speech-language pathologists (PSSLPs) play in the management of swallowing and feeding in public schools around the United States and give perspective on the background and training that PSSLPs around the country possess to perform this function. The study outcomes support the need for more training in swallowing and feeding management to improve the confidence of PSSLPs in meeting the needs of students with a pediatric feeding disorder. They also underscore the importance of having the support of the public school administration.


This study provides a broadly representative sample of public-school speech-language pathologists across all regions of the United States.

Natalie Neubauer
Seton Hall University

Read the Original

This page is a summary of: What Plays a Role in Perceived Confidence for Managing Pediatric Feeding Disorders in the Public School, Language Speech and Hearing Services in Schools, March 2023, American Speech-Language-Hearing Association (ASHA), DOI: 10.1044/2023_lshss-22-00074.
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