The relationship between feeding characteristics and feeding function in children with intellectual disability

To develop strategies to support feeding and swallowing functions from early stage, we evaluated chief complaints regarding feeding, and assessment of the feeding function. The subjects consisted of 53 preschool children and their guardians, who participated in feeding consultation in a welfare center. In this study, we extracted chief complaints and assessment of the feeding function, and made comparisons. The primary illnesses were intellectual disability (n= 20), autism (n= 16), and Down's syndrome (n= 17). Chief complaints regarding food selectivity, self-feeding, utensils, and chewing were common, and, particularly, the frequency of chief complaints concerning self-feeding and utensils was significantly higher in the groups with intellectual disability or autism, compared to children with Down's syndrome. As for evaluation of the feeding function, the proportion of children classified as having a disordered self-feeding function was significantly higher in the groups with intellectual disability and autism (approximately 70%) than children with Down's syndrome. As a result of comparing chief complains reported by guardians and assessment of the feeding function, in the groups with intellectual disability and autism, many children with chewing as the chief complaint were classified as having a disordered self-feeding function. Regarding children with Down's syndrome, however, a disordered food-capturing or chewing function was prevalent, even in those with self-feeding as the chief complaint. Thus, children with intellectual disability exhibited many problems regarding chewing, the self-feeding function, and cognitive function. Additionally, inconsistencies between chief complaints and functional evaluation often occurred, suggesting that there is a need for appropriate actions and support.