Amy L Delaney, Anna Flatt, Hannah Koepp, Alissa V Fial, Katherine C Hustad
{"title":"典型发育儿童口腔喂养技能发展的范围综述第一部分:方法、人口和规范数据。","authors":"Amy L Delaney, Anna Flatt, Hannah Koepp, Alissa V Fial, Katherine C Hustad","doi":"10.1044/2025_AJSLP-25-00067","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This scoping review is the first in a two-part series aimed at synthesizing literature on oral feeding skills and informing the development of a classification system of observable skills. This article consolidates research on feeding skill development in typically developing children. The second paper analyzes individual skills identified. This review addresses three questions: (a) What methods have been used to study feeding skill development? (b) What populations of typically developing children without feeding disorders have been studied? (c) What normative data on feeding skills are available?</p><p><strong>Method: </strong>Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, studies were included if they examined oral feeding skills in typically developing children born at ≥ 37 weeks gestation, aged at least 4 months, with a focus on skills related to drinking liquids by cup and eating solids, using direct observation.</p><p><strong>Results: </strong>Fourteen studies met inclusion criteria. Findings revealed significant methodological variability, particularly in the number of skills assessed, feeding procedures used, and participant characteristics. While some normative data exist, they were limited and inconsistently reported. A key challenge was the lack of standardized definitions and categorization of feeding skills, which limited cross-study comparisons.</p><p><strong>Conclusions: </strong>Multiple approaches have been used to study typical feeding skill development, presenting an opportunity for methodological standardization. Greater clarity around individual feeding skills, addressed in Part 2, may help resolve inconsistencies in developmental timelines and support the development of an observational clinical measure.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2997-3016"},"PeriodicalIF":2.5000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452823/pdf/","citationCount":"0","resultStr":"{\"title\":\"A Scoping Review of Oral Feeding Skill Development in Typically Developing Children Part I: Methodologies, Populations, and Normative Data.\",\"authors\":\"Amy L Delaney, Anna Flatt, Hannah Koepp, Alissa V Fial, Katherine C Hustad\",\"doi\":\"10.1044/2025_AJSLP-25-00067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This scoping review is the first in a two-part series aimed at synthesizing literature on oral feeding skills and informing the development of a classification system of observable skills. This article consolidates research on feeding skill development in typically developing children. The second paper analyzes individual skills identified. This review addresses three questions: (a) What methods have been used to study feeding skill development? (b) What populations of typically developing children without feeding disorders have been studied? (c) What normative data on feeding skills are available?</p><p><strong>Method: </strong>Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, studies were included if they examined oral feeding skills in typically developing children born at ≥ 37 weeks gestation, aged at least 4 months, with a focus on skills related to drinking liquids by cup and eating solids, using direct observation.</p><p><strong>Results: </strong>Fourteen studies met inclusion criteria. Findings revealed significant methodological variability, particularly in the number of skills assessed, feeding procedures used, and participant characteristics. While some normative data exist, they were limited and inconsistently reported. A key challenge was the lack of standardized definitions and categorization of feeding skills, which limited cross-study comparisons.</p><p><strong>Conclusions: </strong>Multiple approaches have been used to study typical feeding skill development, presenting an opportunity for methodological standardization. Greater clarity around individual feeding skills, addressed in Part 2, may help resolve inconsistencies in developmental timelines and support the development of an observational clinical measure.</p>\",\"PeriodicalId\":49240,\"journal\":{\"name\":\"American Journal of Speech-Language Pathology\",\"volume\":\" \",\"pages\":\"2997-3016\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-09-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452823/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Speech-Language Pathology\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2025_AJSLP-25-00067\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/8/18 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Speech-Language Pathology","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2025_AJSLP-25-00067","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/8/18 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
A Scoping Review of Oral Feeding Skill Development in Typically Developing Children Part I: Methodologies, Populations, and Normative Data.
Purpose: This scoping review is the first in a two-part series aimed at synthesizing literature on oral feeding skills and informing the development of a classification system of observable skills. This article consolidates research on feeding skill development in typically developing children. The second paper analyzes individual skills identified. This review addresses three questions: (a) What methods have been used to study feeding skill development? (b) What populations of typically developing children without feeding disorders have been studied? (c) What normative data on feeding skills are available?
Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, studies were included if they examined oral feeding skills in typically developing children born at ≥ 37 weeks gestation, aged at least 4 months, with a focus on skills related to drinking liquids by cup and eating solids, using direct observation.
Results: Fourteen studies met inclusion criteria. Findings revealed significant methodological variability, particularly in the number of skills assessed, feeding procedures used, and participant characteristics. While some normative data exist, they were limited and inconsistently reported. A key challenge was the lack of standardized definitions and categorization of feeding skills, which limited cross-study comparisons.
Conclusions: Multiple approaches have been used to study typical feeding skill development, presenting an opportunity for methodological standardization. Greater clarity around individual feeding skills, addressed in Part 2, may help resolve inconsistencies in developmental timelines and support the development of an observational clinical measure.
期刊介绍:
Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.