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Aim: This study aimed to determine whether the Kumagai method could be followed by watching an instructional video and to compare the feeding actions of specialists and the general population. Materials and Methods: Eleven adults from diverse backgrounds were recruited and asked to feed a baby doll using a bottle feeder with a long nipple, and their actions were recorded. Then, they watched a 2.5-min instructional video of the Kumagai method and were asked to bottle-feed again. Video recordings of the participants were used to evaluate whether their actions followed the Kumagai method. Differences in the feeding actions of the specialists and participants were determined from still images in the videos. The McNemar test was used to analyze the differences between the participants' actions before and after. The Kruskal–Wallis test was also used to determine differences between the actions of participants and specialists. Results: Feeding movements significantly improved after watching the video. Participants' actions, which differed significantly from those of the specialists, were evident in "the angle of the nipple at the moment the nipple was brought close to the lips" and "the angle change of the nipple from the lip to the mouth". Conclusions: Watching our short instructional video was effective in improving the technique of the Kumagai method; however, it is insufficient for feeding a real child with cleft lip and palate. Including the rationale of each action in the video and adding direct instruction as a supplement is required. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to determine whether the Kumagai method could be followed by watching an instructional video and to compare the feeding actions of specialists and the general population. Materials and Methods: Eleven adults from diverse backgrounds were recruited and asked to feed a baby doll using a bottle feeder with a long nipple, and their actions were recorded. Then, they watched a 2.5-min instructional video of the Kumagai method and were asked to bottle-feed again. Video recordings of the participants were used to evaluate whether their actions followed the Kumagai method. Differences in the feeding actions of the specialists and participants were determined from still images in the videos. The McNemar test was used to analyze the differences between the participants’ actions before and after. The Kruskal–Wallis test was also used to determine differences between the actions of participants and specialists. Results: Feeding movements significantly improved after watching the video. Participants’ actions, which differed significantly from those of the specialists, were evident in “the angle of the nipple at the moment the nipple was brought close to the lips” and “the angle change of the nipple from the lip to the mouth”. Conclusions: Watching our short instructional video was effective in improving the technique of the Kumagai method; however, it is insufficient for feeding a real child with cleft lip and palate. Including the rationale of each action in the video and adding direct instruction as a supplement is required.

(1) Introduction. An analysis was made of posterior crossbites in deciduous dentition and their relation to the type of feeding received by the child, with the objective of determining the influence of the way in which the child is fed in the early stages of life on the development of posterior crossbites. (2) Material and methods. A total of 1401 preschool children between 3 and 6 years of age from Seville (Spain) were included in the study. An intraoral exploration was carried out to assess the presence of crossbites (uni- or bilateral, and functional or not). The study was completed with a parent or legal guardian questionnaire exploring the type of feeding received by the child in the first stages of life, as well as the presence of bad oral habits and their duration. (3) Results. A total of 276 children (19.7%) presented posterior crossbite in occlusion. Uponn centering the midlines, 197 were maintained, indicating that 79 were due to premature contacts (functional crossbites). There were no significant differences in crossbites among the children who had received breastfeeding, though bottle-feeding was seen to favor crossbite. (4) Conclusions. No statistically significant relationship was found between posterior crossbites and breastfeeding, though an association between posterior crossbites and bottle-feeding was observed, with the number of crossbites increasing with the duration of bottle-feeding. [ABSTRACT FROM AUTHOR]

(1) Introduction. An analysis was made of posterior crossbites in deciduous dentition and their relation to the type of feeding received by the child, with the objective of determining the influence of the way in which the child is fed in the early stages of life on the development of posterior crossbites. (2) Material and methods. A total of 1401 preschool children between 3 and 6 years of age from Seville (Spain) were included in the study. An intraoral exploration was carried out to assess the presence of crossbites (uni- or bilateral, and functional or not). The study was completed with a parent or legal guardian questionnaire exploring the type of feeding received by the child in the first stages of life, as well as the presence of bad oral habits and their duration. (3) Results. A total of 276 children (19.7%) presented posterior crossbite in occlusion. Uponn centering the midlines, 197 were maintained, indicating that 79 were due to premature contacts (functional crossbites). There were no significant differences in crossbites among the children who had received breastfeeding, though bottle-feeding was seen to favor crossbite. (4) Conclusions. No statistically significant relationship was found between posterior crossbites and breastfeeding, though an association between posterior crossbites and bottle-feeding was observed, with the number of crossbites increasing with the duration of bottle-feeding.

There is currently limited evidence supporting the use of telepractice to conduct bottle-feeding assessments. This study aimed to investigate the inter-rater reliability of bottle-feeding assessments conducted via synchronous telepractice (real-time videoconferencing). Secondary aims were to investigate parent and clinician satisfaction. Bottle-feeding skills of 30 children (aged 1 month–2 years) were simultaneously assessed by a telepractice SP (T-SP) at a remote location and an in-person SP (IP-SP) at the family home. A purpose-designed assessment form was used to evaluate: (1) developmental level (screen only), (2) state, color, and respiration, (3) oral motor skills, (4), infant oral reflexes, (5) tongue tie (screen only), (6) non-nutritive suck, (7) bottle-feeding, (8) overall feeding skills and (9) recommendations. Results of the T-SP and IP-SP assessments were compared using agreement statistics. Parents reported perceptions of telepractice pre and post session, and also rated post-session satisfaction. The telepractice SP completed a satisfaction questionnaire post-appointment. The majority of assessment components (45/53, 85%) met the agreement criteria (≥80% exact agreement). Difficulties were noted for the assessment of palate integrity, gagging during non-nutritive suck assessment, and 6 components of the tongue tie screen. Parent and clinician satisfaction was high; SPs reported that they would offer telepractice services to 93% of families again in the future. Overall, the results demonstrated that most components of a bottle-feeding assessment could be reliably completed via synchronous telepractice in family homes. However, further research is required to improve the reliability of some intra-oral assessment components. [ABSTRACT FROM AUTHOR]

There is currently limited evidence supporting the use of telepractice to conduct bottle-feeding assessments. This study aimed to investigate the inter-rater reliability of bottle-feeding assessments conducted via synchronous telepractice (real-time videoconferencing). Secondary aims were to investigate parent and clinician satisfaction. Bottle-feeding skills of 30 children (aged 1 month–2 years) were simultaneously assessed by a telepractice SP (T-SP) at a remote location and an in-person SP (IP-SP) at the family home. A purpose-designed assessment form was used to evaluate: (1) developmental level (screen only), (2) state, color, and respiration, (3) oral motor skills, (4), infant oral reflexes, (5) tongue tie (screen only), (6) non-nutritive suck, (7) bottle-feeding, (8) overall feeding skills and (9) recommendations. Results of the T-SP and IP-SP assessments were compared using agreement statistics. Parents reported perceptions of telepractice pre and post session, and also rated post-session satisfaction. The telepractice SP completed a satisfaction questionnaire post-appointment. The majority of assessment components (45/53, 85%) met the agreement criteria (≥80% exact agreement). Difficulties were noted for the assessment of palate integrity, gagging during non-nutritive suck assessment, and 6 components of the tongue tie screen. Parent and clinician satisfaction was high; SPs reported that they would offer telepractice services to 93% of families again in the future. Overall, the results demonstrated that most components of a bottle-feeding assessment could be reliably completed via synchronous telepractice in family homes. However, further research is required to improve the reliability of some intra-oral assessment components.