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Importance: The new diagnostic code for pediatric feeding disorder (PFD) in the International Classification of Diseases, 10th edition, Clinical Modification, requires that occupational therapists and speech-language pathologists (SLPs) use valid and reliable assessment tools that capture the complexity of PFD. Objective: To determine current assessment tools that clinicians are using across the four domains of PFD: (1) medical factors, (2) nutrition factors, (3) feeding skill factors, and (4) psychosocial factors. A secondary objective was to obtain clinicians' perceptions of the assessment tools. Design: A mixed-methods study using survey research and focus groups. Setting: Online survey and virtual focus groups. Participants: Occupational therapists and SLPs who identified as clinicians who treat PFDs. Results: The survey revealed that 65% of the clinicians (N = 445) used a nonstandardized assessment tool across the four domains of PFD. The focus groups (n = 26) revealed four resulting themes that expanded the survey results: (1) no one assessment tool works, (2) clinicians rely on self-created assessments, (3) it takes a team and collaboration, and (4) there are many issues with the current assessment of PFD. Conclusions and Relevance: This study reveals the need for clinicians working with children with PFD to use feeding assessment tools with sound psychometric properties. The requirement for occupational therapists and SLPs to evaluate and treat dysphagia and disorders of feeding indicates the need to provide entry-level education on reliable and valid assessment tools that thoroughly evaluate all the domains of PFD. What This Article Adds: This article highlights current assessment tools used by occupational therapists and SLPs treating PFD and the need for more standardized procedures and tools to evaluate children across the four domains of PFD. This article highlights current assessment tools used by occupational therapists and speech and language pathologists who are treating pediatric feeding disorder (PFD) and the need for more standardized procedures and tools to evaluate children across the four domains of PFD. [ABSTRACT FROM AUTHOR]

Background: Ghana currently lacks a systematic method for identifying children with developmental delays, and there do not appear to be any culturally sensitive assessment tools available. The objectives of this mixed-methods research study were to explore normal developmental milestones and parental practices in the Ghanaian population. The study also aimed to identify and describe culturally specific factors that should be accounted for on assessments used in the Ghanaian culture. Methods: Twenty-eight Ghanaian parents were interviewed and asked to participate in a developmental milestone picture-identification task. Quantitative and qualitative data analyses were performed. Results: The interviews revealed several cultural factors that may need to be accounted for on a standardized assessment for Ghanaian children. Some gross motor and self-care skills (e.g., crawling and toilet training) were reported to develop earlier in Ghanaian children compared to children in the United States. Discussion: Developmental assessments normed on a U.S. sample may be inappropriate to use in the Ghanaian culture. Renorming of existing developmental assessments for the Ghanaian population is recommended. [ABSTRACT FROM AUTHOR]