The Assessment and Treatment of Feeding Disorders for Individuals with Intellectual Disability: An Interdisciplinary Approach

Feeding difficulties are highly prevalent for individuals with intellectual disability (ID) (Lukens and Silverman, J Pediatr Psychol 39(8):903–917, 2014; Manikam and Perman, J Clin Gastroenterol 30(1):34–46, 2000). It is important to understand the nature and spectrum of feeding concerns within the ID population, given the multitude of maladaptive consequences associated with feeding difficulties, including growth retardation, malnutrition, psychosocial stress, and even the potential for further cognitive impairment (Andrew and Sullivan, Paediatr Child Health 20(7):321–326, 2010; Lucarelli et al., Front Psychol 9:1–12. 2018; Nyaradi et al., Front Hum Neurosci 7:1–16, 2013; Silverman et al., J Child Health Care 25(1):69–80, 2021). The identification of medical, motor, and other physiological issues is critical in the assessment of feeding difficulties. Afterward, behavioral and psychological assessments may also be beneficial to guide intervention recommendations. For the treatment of feeding disorders, medical, nutritional, physiological, oral-motor, and behavioral approaches are encouraged; thus, an interdisciplinary approach is recommended. All disciplines involved work together with the individual and their caregiver to assess feeding concerns, develop a treatment plan and goals, and provide appropriate interventions. Not only does this comprehensive and coordinated approach improve delivery of care, it may also be advantageous from a time management and cost perspective (e.g., efficient and limiting redundancy). Furthermore, a team and patient-centered approach to intervention minimize resources required by the individual and family (Arvedson, Dev Disabil Res Rev 14(2):118–127, 2008).