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。

IF 2.5 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Amy L Delaney, Anna Flatt, Hannah Koepp, Alissa V Fial, Katherine C Hustad
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引用次数: 0

摘要

目的:本综述是两部分系列文章中的第一篇,旨在综合口腔喂养技能方面的文献,并为可观察技能分类系统的发展提供信息。本文对典型发育儿童喂养技能发展的研究进行了整合。第二篇论文分析了识别出的个人技能。这篇综述解决了三个问题:(a)研究喂养技能发展的方法是什么?(b)研究了哪些没有进食障碍的典型发育儿童群体?(c)有哪些关于喂养技能的规范性数据?方法:根据系统评价和荟萃分析扩展范围评价指南的首选报告项目,如果研究纳入了妊娠≥37周出生的典型发育儿童的口服喂养技能,年龄至少为4个月,重点是用杯子喝液体和吃固体食物的技能,使用直接观察。结果:14项研究符合纳入标准。调查结果显示了显著的方法差异,特别是在评估的技能数量、使用的喂养程序和参与者特征方面。虽然存在一些规范数据,但它们有限且报告不一致。一个关键的挑战是缺乏标准化的喂养技能定义和分类,这限制了交叉研究的比较。结论:采用多种方法研究典型喂养技能发展,为方法标准化提供了机会。在第2部分中讨论的个体喂养技巧的更清晰,可能有助于解决发育时间表的不一致性,并支持观察性临床措施的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
American Journal of Speech-Language Pathology
American Journal of Speech-Language Pathology AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION
CiteScore
4.30
自引率
11.50%
发文量
353
审稿时长
>12 weeks
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.
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