Provision of Feeding Intervention in the Context of Responsive Feeding

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For clinicians working with families and young children, moving away from a directive or prescribed approach in feeding intervention towards a responsive framework can improve outcomes and instill trust between the partners involved in feeding. Consideration of the child as an autonomous individual with unique congenital and experiential challenges allows us to reframe how we set goals, provide therapy, and interact with caregivers.

In this course we will explore the therapeutic relationship within the context of the STEPS+ approach. Children who are tube-dependent or have extreme feeding difficulties present with a number of challenges in treatment. Although poor sensorimotor skills play a role, the context and relationships in which eating occurs can facilitate improvement or hinder progress. Utilizing principles of responsive feeding and hunger regulation can transform intervention for these complex patients as well.


Key Learning Outcomes:

As a result of this presentation, the participant will be able to

  1. Describe the importance of context and relationships with regard to feeding therapy.
  2. List the considerations in development and social learning that affect feeding outcomes.
  3. List the symptoms of traumatic stress and describe how it may affect feeding.
  4. Define responsive feeding and give examples of how to put it into action.



2 hours.


Time Ordered Agenda:

10 minutes – Introduction and Disclosures
20 minutes – Overview and Background
20 minutes – Importance of eating environment, family and stress
20 minutes – What do we know about self-regulation?
20 minutes – Social influence, interaction, attachment, & parental control
20 minutes – Trauma outcomes/Responsive Feeding
10 minutes – Wrap Up and Questions

About the Presenter:
Jenny McGlothlin, MS, CCC-SLP, CLC

Jenny McGlothlin, MS, CCC-SLP, CLC is a certified speech-language pathologist and certified lactation counselor specializing in the evaluation and treatment of feeding disorders for children from birth through the teen years. McGlothlin developed the STEPS feeding program at the Callier Center for Communication Disorders at the University of Texas at Dallas almost 15 years ago, where she works with families on a daily basis to foster feeding skills that will serve a child for a lifetime. Her passion is teaching children how to eat when they just can’t figure it out on their own, and McGlothlin has been inducted into the Texas Speech-Language-Hearing Association’s Hall of Fame for her work in the field. McGlothlin has spent many years teaching graduate-level courses on feeding as well as early child development. McGlothlin co-authored a book for parents and providers, Helping Your Child with Extreme Picky Eating: A Step-by-Step Guide for Overcoming Selective Eating, Food Aversion, and Feeding Disorders, which was published in May 2015 and Conquer Picky Eating for Teens and Adults: Activities and Strategies for Selective Eaters in May 2018. She frequently provides feeding workshops for parents and continuing education seminars and webinars for therapists and is mom, cook, and chauffeur to three children.



Presenter Disclosures:

Financial: Receives royalties for books “Helping Your Child with Extreme Picky Eating” and “Conquer Picky Eating for Teens and Adults”
Non-financial: None.

Sponsor Disclosure:

This course is presented by CEU-Espresso, Inc.

Content Disclosure:

Course targets deeper understanding of responsive feeding within the context of a specific, published approach (STEPS+). 

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The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
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ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.
On-demand participants will be presented with quiz questions to answer throughout the course. Participants must view the entire course and correctly answer all quiz questions to earn CEUs.  Partial credit will not be awarded.