Sharing an Early Intervention Progress Report with Providers of Children with Feeding Disorders: An Evidence-based Process

Author

Hibak Abdullahi Jama, St. Catherine University

Date of Paper/Work

8-2022

Type of Paper/Work

Doctoral Project

Degree Name

Doctor of Occupational Therapy

Department

Occupational Science/Occupational Therapy

First Advisor

Jennifer Hutson

Department/School

Doctor of Occupational Therapy

Abstract

Introduction: This project explored ways to generate knowledge and use best practices when disseminating research findings. Having effective ways to share research-based information with Early Intervention (EI) Providers is important so that they can improve practices.

Methods: To finalize this project, I reviewed the Feeding Matters branding (style and organizational-based) guidelines, the Early Intervention (EI) data from a previous survey that was sent to EI providers in 2018, a report card that graded EI programs based on their past survey responses, identified resources and recommendations for EI provider-based action steps, made evidence-based suggestions for future survey use and created a landing page (website) for Feeding Matters that contained information about 33 states’ progress on pediatric feeding disorders (PFD) service-related inclusion criteria. To understand the degree to which I successfully communicated the desired project outcomes, I used two surveys titled “How the report card met the Feeding Matters criteria” and “How the landing page met the Feeding Matters criteria”.

Results: 40-80% of staff respondents strongly agreed or agreed that the EI Report card met specified criteria and 50% strongly agreed that the landing page met specified criteria. Staff identified the following themes about what could be improved: Putting information in laymen’s terms and including their PFDICD-10 tool kit, and a visual explaining the Advocate, Initiate, and Mobilize (AIM) Scale on the landing page.

Implications: The report card and landing page met enough of the criteria to be presented publicly and will be updated and used in the future to educate EI providers about what is being used across the 33 states to qualify children for PFD services.

Recommended Citation

Jama, Hibak Abdullahi. (2022). Sharing an Early Intervention Progress Report with Providers of Children with Feeding Disorders: An Evidence-based Process. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/otd_projects/63