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86 JCPSLP Volume 15, Number 2 2013 Journal of Clinical Practice in Speech-Language Pathology
Appendix 1. Entry-level feeding, eating, drinking and swallowing competencies specified by Irish Association
of Speech and Language Therapists (IASLT, 2012)
Competent across a range of clinical contexts. Integrated knowledge and experience results in efficient performance in routine procedures.
Specific direction and/or demonstration required for complex or novel presentations/conditions.
Assessment
1. Recognize signs and symptoms of feeding, eating, drinking and swallowing disorders
2. Identify social, cognitive, behavioural, and psychological factors contributing to feeding, eating, drinking and swallowing and/or feeding status
3. Identify atypical structure and function, medical conditions and medications which may be indicative of dysphagia
4. Obtain details related to client’s current oral intake situation (e.g. positioning, feeding dependency, environment, diet modification,
compensations)
5. Identify appropriate feeding, eating, drinking and swallowing assessment procedures
6. Conduct an oral examination to assess oral, pharyngeal, laryngeal and respiratory structures and functioning for speech and swallowing and
relate it to neurological function
7. Administer, record and evaluate appropriate clinical feeding, eating, drinking and swallowing (FEDS) assessment
8. Identify potential aspiration risks
9. Identify need for objective/instrumental swallowing assessment
10. Communicate findings and recommendations to client, family and other health professionals orally and in writing
11. Identify values and attitudes of client/significant other to feeding and swallowing
12. Identify indicators for swallowing therapy and show awareness of non oral intake options
Management and intervention
13. Identify the need for consultation/referral to other team members (e.g. clinical nutrition/dietetics)
14. Support client and caregivers in decision-making
15. Recommend appropriate oral intake method(s) and quantities, taking into account the client’s medical, swallowing, feeding, cognitive, and
behavioural status and psychosocial factors
16. Set measurable short and long-term treatment goals targeting appropriate feeding and swallowing outcomes
17. Recommend appropriate postural, sensory, cognitive, visual and/or perceptual strategies to enhance feeding and swallowing function
18. Recommend appropriate food and fluid consistencies
19. Identify appropriate compensatory and/or rehabilitative management techniques to improve efficacy of feeding and swallowing
20. Provide effective education and/or training to clients and carers using selected management techniques
21. Maintain collaborative working relationships with other health professionals involved in the client’s care
22. Select and modify appropriate assistive feeding utensils
23. Evaluate the client’s response to treatment
24. Identify need for review assessment
25. Revise treatment/discharge plan as appropriate
Sharp, H. M., & Bryant, K. N. (2003). Ethical issues in
dysphagia: when patients refuse assessment or treatment.
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Toal-Sullivan, D. (2006). New graduates’ experiences of
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Wolff, A. C., Pesut, B., & Regan, S. (2010). New
graduate nursing practice readiness: Perspectives on the
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World Health Organization (WHO). (2001). International
classification of functioning, disability and health (ICF).
Geneva: Author.
World Health Organization (WHO). (2007). International
classification of functioning, disability and health – Children
and youth version (ICF-CY). Geneva: Author.
1 All Irish SLP students must now demonstrate 25 different
competencies in the area of dysphagia before graduation (see
Appendix 1). These are determined by clinical educators to be
either at novice (typically second year), transition (typically third
year) or entry (typically fourth year) level. On graduation, the
student must have any 21 of the 25 at entry level while the final
four can be at transition level.
Since graduating in 2011 Trudy Olwen Smith has been working
in Singapore with paediatric therapy services. Nicola Bessell
facilitates SLP student learning as a PBL tutor and works in clinical
and non-clinical phonetics/phonology. Dr Ingrid Scholten’s
academic expertise relates to swallowing disorders, with a special
interest in curriculum development.
Correspondence to:
Dr Ingrid Scholten, Ed.D.
Flinders University, South Australia
GPO Box 2100, Adelaide, South Australia 5001.
Email: