Food Protein-Induced Enterocolitis Syndrome (FPIES) is a non-IgE-mediated food allergy that can significantly affect feeding development, food acceptance, oral-motor skill acquisition, and mealtime participation. Children with FPIES may experience restricted food repertoires, delayed texture progression, learned food aversions, and feeding-related distress resulting from adverse gastrointestinal reactions and medically necessary dietary restrictions.
This course provides speech-language pathologists and occupational therapists with an evidence-informed framework for assessing and treating feeding difficulties associated with FPIES. Participants will explore how to differentiate medically appropriate food avoidance from oral-motor limitations, sensory sensitivities, learned food aversion, and psychosocial feeding challenges.
Through clinical examples and practical demonstrations, participants will learn strategies for advancing feeding skills using established safe foods, incorporating non-nutritive food exploration, supporting developmentally appropriate oral-motor skills, and implementing responsive feeding practices. The course will also discuss therapeutic feeding tools, caregiver coaching, individualized food introduction considerations, and collaboration with allergists and registered dietitians.
Participants will leave with practical assessment considerations, treatment strategies, and measurable goals that can be applied to children with FPIES while maintaining medical safety and supporting positive feeding experiences.

Participants will be able to:

1. Identify the clinical characteristics of FPIES and explain how gastrointestinal reactions, dietary restrictions, and adverse feeding experiences may influence feeding development and contribute to pediatric feeding difficulties.
2. Differentiate oral-motor limitations, sensory sensitivities, learned food aversion, medically appropriate food avoidance, and caregiver-related barriers using a multidisciplinary pediatric feeding disorder assessment framework.
3. Apply at least three evidence-informed feeding intervention strategies, including safe-food texture progression, non-nutritive exploration, and responsive caregiver coaching, while maintaining medically appropriate food restrictions.

Instructor Details and Financial Disclosure 

• Holly Knotowicz, M.S., CCC-SLP

Registration

• Online ONLY for 1 learner -- Access to Online Course for 365 Days/1 Year (-hour CE course, downloadable handout, certificate of completion)

  Timed Agenda

• 5 minutes: Introduction and Understanding FPIES
  • Definition, symptoms, and clinical presentation
  • Acute and chronic FPIES
  • Relevance to pediatric feeding development
• 10 minutes: FPIES and Pediatric Feeding Disorder
  • Medical, nutritional, feeding-skill, and psychosocial domains
  • Impact of food restrictions and adverse reactions
  • Differentiating medically appropriate avoidance from feeding dysfunction
• 10 minutes: Clinical Assessment and Decision-Making
  • Feeding history and medical considerations
  • Oral-motor and swallowing assessment
  • Sensory differences and learned food aversion
  • “When Food Refusal Is Not Just Sensory”
• 15 minutes: Feeding Therapy Interventions and Clinical Demonstrations
  • Demonstration 1: One safe food, multiple textures
  • Demonstration 2: Food exploration without consumption and non-nutritive oral-motor activities
  • Demonstration 3: Parent coaching and responsive feeding strategies
  • Therapeutic feeding tools: TalkTools Itsy Rings, Itsy Cup, and Sensi
• 5 minutes: Food Introduction and Interdisciplinary Collaboration
  • Suggested staged food introduction chart, including dairy
  • Individualized allergist-directed food introduction
  • Roles of the SLP, OT, allergist, and dietitian
• 10 minutes: Research Review and Clinical Application
  • FPIES feeding-aversion case study
  • Research on feeding difficulties in children with food allergies
  • Pediatric Feeding Disorder consensus framework
  • Clinical case application and measurable treatment goals
• 5 minutes: Clinical Takeaways and Q&A
   

LEARNER SUPPORT AND FAQs

HOW TO VIEW AND ACCESS YOUR COURSE + DEADLINES

Content Disclosure: This presentation will focus on treatment methods related to the use of TalkTools® resources. Other similar treatment approaches will receive limited or no coverage during this lecture.

Satisfactory Completion:

To receive a Certificate of Completion learners must: attend the entirety of the course; complete the course quiz with a passing score of 80% accuracy or higher and complete the course completion survey. Learners must request to be reported to ASHA CE.
 

It is the learner's responsibility to review, understand and agree to TalkTools® Training Policies (CEUs, copyright/distribution, cancellation). 

Getting You Tech-Ready for Your TalkTools® Course 

Images copyrighted and published by TalkTools®. No copyright infringement intended with any other images displayed; similar content appears elsewhere on the internet