SATURDAY MORNING WORKSHOPS
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 Evaluation of Pediatric Feeding Disorders
Marjorie Meyer Palmer, M.A., CCC
As medical technology has advanced, infants have been able to survive at younger ages and with lower birth weights. These infants may have one or more of a variety of medical conditions that also were once life threatening but now are able to be resolved. The field of pediatric feeding disorders is ever expanding and encompasses a wide range of feeding disorders. These may include a disorganized or dysfunctional suck in the neonate, gastro-esophageal reflux with an accompanying esophageal dysmotility, the inability to transition onto age appropriate solids in the toddler years, and poor oral-motor function secondary to cerebral palsy. This presentation will discuss the evaluation of these problems that continue to provide a professional challenge to all of us.
E.I. Competencies: 1.3, 6.8
Learning Outcomes:
- List potential feeding problems in the neonatal period
- Identify the clinical signs of problems during the esophageal phase of swallow
- Describe the oral-motor problems of the child with a feeding disorder
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 Sensory Modulation in Toddlers
Sharon Cemakm, Ed.D., OTR/L, FAOTA
This presentation will describe disorders of sensory modulation with an emphasis on its presentation in toddlers. Current typology of subtypes of regulatory-sensory processing disorders described in the 2005 Diagnostic Manual for Infancy and Early Childhood (ICDL-DMIC) will be reviewed. The presentation will cover issues related to how sensory processing difficulties, such as over-responsivity or under responsivity to sensory stimuli in the various sensory modalities, affect the young child's daily activities. We will review research and treatment literature regarding how to assess and treat the most important aspects of sensory modulation in an effort to increase the young child's ability to function optimally within a home and preschool environment. This presentation will provide suggestions for intervention including sensory diet and modifying the environment.
E.I. Competencies: 6.1, 6.9
Learning Outcomes:
- Define and describe the three major types of disorders of sensory modulation
- Describe the impact of disorders of sensory modulation on the young child's daily activities
- Describe the components of intervention for toddlers with sensory modulation disorder
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 Fostering Attachment: An Effective Infant Mental Health Model to Assess Parents and Their Very Young Children
Susan O'Brien, M.D.
Carmen Norona, M.S., Ed.
Addressing disrupted patterns of attachment is best accomplished in the context of relationships. With scarcity of time and resources, clinicians and therapists are challenged to find creative ways to address sensitive mental health concerns in often chaotic and resource-poor environments. This presentation will illustrate one interdisciplinary model of infant mental health development in a busy urban medical center.
E.I. Competencies: 1.7, 3.2
Learning Outcomes
- List at least three key components of infant attachment
- Describe one new strategy in assessing infant mental health needs
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 Supporting Children to Successfully Transition into Group Activities: It's about Relationships
Robert K. Ross, M.S. BCBA
Not surprisingly, many young children experience difficulty when initially asked to participate in activities involving a lot of children and new, unfamiliar adults. The challenge of successfully supporting children to enter this novel, and potentially anxiety provoking environment, is one most early childhood educators and therapists encounter more and more regularly. This presentation will discuss and model strategies for proactively addressing such issues as separation anxiety, transitioning difficulty, establishing supportive relationships with new adults and children, and building the ability for the child to share both adults and materials during social play activities. The focus of this presentation will be on the importance of building a relationship with the child, making necessary environmental adaptations, and practicing small steps towards the skills necessary for successful participation in group activities.
E.I. Competencies: 1.6, 6.1
Learning Outcomes:
- List the critical skills necessary for successful participation in “group activity"
- Describe one or more teaching activities to address each of the specified "critical skills"
- Describe one or more activities/techniques for beginning to develop effective relationships with young children at the first meeting
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