dc.contributor.advisor |
Leadley, Sarah |
|
dc.contributor.author |
Clements, Alexandra Leilani |
|
dc.date.accessioned |
2024-06-25T21:20:09Z |
|
dc.date.available |
2024-06-25T21:20:09Z |
|
dc.date.issued |
2024 |
en |
dc.identifier.uri |
https://hdl.handle.net/2292/68895 |
|
dc.description.abstract |
Children with tube dependency rely on an external tube to meet their daily nutritional
requirements. Though a feeding tube can be imperative in supporting a child to grow,
develop, and thrive, tube dependency can become a barrier for a child and their whānau once
it is no longer medically necessary. Tube dependency can impede the development of a
child’s independence, participation in daily rituals (i.e., mealtimes), and bonding with family,
friends and peers. Ergo, acquiring and advancing oral feeding skills are paramount in
supporting tube-dependent children to have a higher quality of life. Implementing therapeutic
interventions underpinned by behaviour analytic principles has shown great success within
the feeding literature. The research is predominantly conducted in highly controlled clinical
settings and is implemented by trained therapists. Further research is needed into
implementing intervention within the home setting, focusing on ongoing caregiver
implementation.
Two child participants were recruited for this study. Before the current study, both
participants took part in a two-week home-based intensive. During the intensive period, a
senior behaviour analyst implemented a behavioural intervention plan that established initial
eating and drinking skills, which caregivers were trained to implement. Upon concluding the
two-week intensive, both participants transitioned into the current study. The focus of this
study was to advance oral feeding skills in accordance with whānau selected feeding goals.
Individualised behavioural treatment packages were implemented by caregivers with ongoing
researcher support, initially in the home setting and then generalised to the kindergarten
setting for one participant. The results indicated that the treatment package successfully
advanced oral feeding skills for both participants. However, prolonged illness for both
participants and hospitalisation for one significantly impacted oral feeding skill building. This
resulted in one participant's early discharge from the current study. Data and observations at
follow-up indicated that oral feeding skills can be re-established after periods of sickness.
The limitations and implications of the current findings and suggested direction for future
research are discussed below. |
|
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
|
dc.title |
Using behavioural intervention to support the advancement of oral feeding skills in tube-dependent children |
|
dc.type |
Thesis |
en |
thesis.degree.discipline |
Psychology |
|
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.date.updated |
2024-06-24T06:36:28Z |
|
dc.rights.holder |
Copyright: the author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |