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dc.contributor.advisorBarlow, Steven M.
dc.contributor.authorWilliamson, Lindsey R.
dc.date.accessioned2014-02-05T16:24:39Z
dc.date.available2014-02-05T16:24:39Z
dc.date.issued2013-12-31
dc.date.submitted2013
dc.identifier.otherhttp://dissertations.umi.com/ku:13147
dc.identifier.urihttp://hdl.handle.net/1808/12971
dc.description.abstractThe objective of this study was to examine oral feeding skill attainment among four different preterm infant groups within the neonatal intensive care unit (NICU) using the Early Feeding Skills (EFS) assessment checklist. The newborn groups included preterm infants with respiratory distress syndrome (RDS) or chronic lung disease (CLD), preterm infants of diabetic mothers (IDM), and healthy preterm controls (HI), randomized to a pacifier (SHAM) or pulsatile orocutaneous (PULSED) condition during gavage feeds. Differences in suck-swallow-breathe patterns revealed by the EFS assessment tool were analyzed using mixed modeling and linear regression techniques as a function of orosensory condition. Significant changes in EFS score, adjusted for gestational age and birthweight, were found for EFS days and preterm group. No treatment effect was observed in the EFS score. In general, sicker preterm infants (e.g., RDS, CLD) manifest lower EFS scores as a function of post-menstrual age.
dc.format.extent52 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectNursing
dc.subjectSpeech therapy
dc.subjectAssessment
dc.subjectOral feeding
dc.subjectOral stimulation
dc.subjectPreterm infants
dc.subjectTreatment
dc.titleEarly Feeding Skills Assessment in Preterm Infants
dc.typeThesis
dc.contributor.cmtememberLoeb, Diane F.
dc.contributor.cmtememberBrady, Nancy C.
dc.thesis.degreeDisciplineHearing and Speech
dc.thesis.degreeLevelM.A.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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