The Get Permission Trust Approach to Mealtimes and Sensory Treatment:

 

“Get Permission” is an approach to mealtimes and feeding treatment which is based on the foundation of trust in a feeding relationship. It supports children who have sensory mealtime challenges in moving forward with mealtime goals with trust, enjoyment and confidence. It follows the child’s lead with creative and sensitive mealtime treatment strategies. This workshop is relationship based and focuses on children who have complicated sensory challenges including those who are very worried about the sensory aspects of feeding, children who are inexperienced or who have had scary oral sensory experiences, who are fed by tube, have visual impairments or are on the autism spectrum. It supports an approach of getting oral sensory permission as a foundation to oral motor treatment. The workshop is filled with practical mealtime and treatment suggestions.

 

Learner Outcomes

Recommended Reading

Dates and Registration

 

Learner Outcomes

“The Get Permission Trust Approach to Mealtimes and Sensory Treatment”
Course Objectives 2008
Marsha Dunn Klein MEd., OTR/L

 

 

By the end of this workshop, participants will be able to:

- Define the Get Permission Trust Approach to mealtimes and sensory treatment
- List parent and child influences on the mealtimes
- List four principles of a successful mealtime
- List the three stages of infant bonding and attachment that relate to trust in the feeding relationship.
- Define trust in each of the infant and parent roles in feeding from infancy through three years of age.
- List the influences on parent and child mealtime interactions.
- List anatomical and physiological, and gastrointestinal factors that influence on permission at mealtimes.
- Describe the relationship between GI issues and appetite.
- List five common GI diagnostic procedures, advantages and disadvantages of each, and how to work with physicians to get the most out of the studies.
- Define health, appetite, neurological and growth influences on mealtimes.
- Define eating as a learned behavior.
- Define the importance of non-judgmental therapeutic vocabulary in parent support.
- Describe the importance of hunger/appetite in internal motivation to eat.
- Define oral cautiousness vs oral aversion.
- Describe the “Get Permission Approach” as it relates to sensory challenges for children and families
- List the sensory channels in the sensory continuum and at least four treatment strategies for each.
- Describe the “Get Permission Approach” as it relates to support for tube fed children and their families
- Describe five ways to make tube feedings into mealtimes.
- List the transition plateaus for children and adults characteristic of tube feeding transitions
- Define exploratory and calorie reduction appetite challenges and give three examples of each.
- Describe the “Get Permission Approach” as it relates to support of children who have visual impairments and their families
- Describe ways the “Get Permission Approach” can support children on the autism spectrum and their families
- Create and practice setting goals and specific “Get Permission” treatment activities and family supports.
- List six ways to support families who have children with sensory mealtime challenges

 

 

Recommended Reading

 

Pre-Feeding Skills, Second Edition, (2000)

Suzanne Evans Morris and Marsha Dunn Klein.

 

Therapy Skill Builders.

 

This available through Mealtime Notions LLC

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