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282 CLINICAL MANAGEMENT OF SWALLOWING DISORDERS

CASE ILLUSTRATIONS WITHIN DIAGNOSES

n Down Syndrome: Casey is a 12-year-old female
presenting with a PEG following recurrent EoE. Despite successful EoE treatment, Casey developed phagophobia. During the initial evaluation, her FEES demonstrated normal pharyngeal clearance, a timely swallow, and her airway was protected throughout all texture trials. The examination was used for education and reassurance that swallowing was safe. Casey had a moderate to severe intellectual disability. The anxiety surrounding oral intake was intrusive to her recovery. She was placed on a selective serotonin reuptake inhibitor by her primary care doctor. Gradually, she became more accepting of eating and drinking by mouth. Priority was made to reintroduce her favorite foods. Solids were integrated more easily than liquids. For 2 weeks, she ate normally and used the PEG for all fluids. She retold an episode of choking while gulping water at the height of her EoE; therefore, liquids continued to pose anxiety. Initially, popsicles, shaved ice, and smoothies were used for fluids. Eventually, she transitioned back onto water, milk, and iced decaf coffee beverages, one of her favorites. Once the PEG was not used for 2weeks, her physician created a referral for it to be removed.
n Intellectual Impairment: Christopher is a
9-year-old child who lives in a board and care among other children with severe intellectual disabilities. His mother is a disabled adult, also with significant intellectual limitations, who lives in a similar home for adults. For most of Christopher’s life, he has been cared for by the staff at the facility. They have observed fluctuat­ing tolerance of meals, which are served family style among other residents. He has no history of aspiration pneumonia. Two years prior, he underwent a barium swallow study that revealed deep laryngeal penetration with thin liquids. He was subsequently placed on thick liquids. Due to the COVID-19 pandemic, follow­up was limited, and he remained on thickened liquids out of concern he would aspirate. Despite this dietary restriction, the staff noticed
choking at nearly every meal. Christopher tolerated a FEES during his office visit. The results revealed that his swallowing was intact. His only concerning finding was impulsivity as it related to bite size and speed of swallowing. Meals were highly ritualistic. He tended to eat rapidly and then drink before or afterward. An effective pacing strategy was pairing each bite with a sip of water. This sufficiently interrupted his meals to eliminate choking on solid food. He was also provided with smaller utensils and a plate with food that was chopped into smaller pieces. After 3 sessions of telemedicine meal coaching with various staff members, they all reported that his choking had essentially stopped using these techniques.
n Autism, Neuromuscular Weakness, Growth
Faltering: Charlie is a 17-year-old individual
sent for progressive weight loss and choking at mealtimes. His medical history is complex. He has a rare genetic syndrome that involves progressive dystonia seen in his limbs and bulbar muscles. This has rendered his speech unintelligible. His cognitive function permits conversations using a text-to-speech applica­tion on his phone. He attends a day treatment program. Each morning his mother packs his lunch, which typically returns unopened. Due to weight loss, his gastroenterologist advised daily 530-calorie BOOST. This did little to stabilize his weight loss, which in its current state resulted in a low body mass index (BMI) of 16. An oral-motor exam demonstrated severe tongue atrophy, fasciculations, and immobil- ity. His mother prepared lunches of sandwiches, carrots, chips, and cookies. These textures were tested during a FEES examination. His oral phase was protracted and caused fatigue. Once Charlie attempted to swallow, his pharyngeal squeeze was ineffective, so there were significant residuals. Charlie routinely gagged and spit out solids. Thin and thick liquids were consumed with a timely reflexive swallow. There was no penetration or aspiration. Charlie also reported less fear when drinking versus eating. After a lengthy discussion with Charlie’s family and medical team, he ultimately underwent PEG placement. Charlie’s mother described this as a relief; it offloaded her persistent stress that her
12. TREATMENT OF FEEDING AND SWALLOWING DISORDERS IN INFANTS AND CHILDREN 283
son is not eating sufficiently, especially while at school. Charlie also explained that his anxiety diminished because he stopped worrying about choking on food. Charlie took 5 bolus feeds a day of formula. He also drank 20 ounces of water and a can of 530-calorie BOOST while at school. His BMI increased from 16 to 21 over the span of 2 months. He is checked every 6 to 12 months to ensure his oral diet of liquids remains safe given the progressive nature of his condition.

SUPPORT FOR FAMILIES

Uncomplicated feeding and swallowing is a process most take for granted. Having a child with dyspha­gia alters numerous elements of daily family life. This spans social events, mealtime traditions, aca­demic routines, countless medical appointments, and home exercise rituals. It requires significant caregiver participation. Addressing caregiver well­being will ultimately benefit the child undergo­ing treatment. Throughout clinical interactions, it is important to check in with caregivers to ensure dysphagia interventions work within family dynam­ics. The National Foundation of Swallowing Disor­ders offers numerous elements of support, including free virtual support groups, videos of swallowing exercises, disease-specific information, and regular presentations by field experts. Consider developing reference links within the electronic charting system that connect families with peers and other profes­sionals who have expertise in dysphagia manage­ment on the Swallowing Disorder Foundation.
functions. Ongoing education depicted on FEES and VFSS provides visualization of the targeted physiol­ogy. It may be beneficial to have examples of nor­mal exams to use as comparison. If home exercise compliance wanes, reassess intervention goals, offer gamification, and consider integration of other thera­peutic tasks they are performing. Children may have physical and occupational therapy home programs that could be executed simultaneously. If they are amenable to technology, use applications to count exercise repetitions or measure force with pressure sensors. Their overall medical status is a guide when prescribing regimens. Communicate often with the child’s providers to seek crossover in other body systems as it relates to nutrition. Connecting families and children with peer and professional support systems can reduce the burden and social implica­tions associated with dysphagia.

DISCUSSION QUESTIONS

1. Describe intervention strategies for a
school-aged child with recurrent aspiration pneumonia and severe intellectual impairment.
2. What are the risks of commercial liquid
thickeners in an infant? Explain the therapeu­tic alternatives to thickening.
3. Depict hypothetical cotreatment of oral aver-
sion in a child with autism spectrum disorder among behavioral medicine, occupational therapy, and speech therapies.

STUDY QUESTIONS

The Swallowing Disorder Foundation can be accessed
by scanning the accompanying QR code.

SUMMARY

Treating feeding and swallowing disorders usually involves multispecialty care. Setting realistic goals and integrating exercises with distinct rationale improves motivation. Rehabilitative tasks may not have obvious correlates to feeding and swallowing
1. The provider managing multispecialty inter-
ventions is the
A. Neurologist B. Primary care physician C. Pulmonologist D. Physiatrist
2. A treatment goal for a child receiving all nutri-
tion and hydration in a feeding tube may be
A. Cardiopulmonary exercise for lung health B. Cough and throat clearing strength
284 CLINICAL MANAGEMENT OF SWALLOWING DISORDERS
C. Saliva management D. All of the above
3. What is a swallowing exercise that can
improve laryngeal elevation?
A. Preparatory set B. Expiratory muscle strength training C. Masako D. Mendelsohn
4. Which comorbidity would increase the risk of
aspiration in the setting of dysphagia?
A. Vocal cord paralysis B. Bronchopulmonary dysplasia C. Intellectual impairment D. All of the above
5. An intervention for growth faltering in a
3-month-old infant may be
A. Increase the feeding frequency B. Offer both breasts multiple times in
1feeding
C. Treat comorbid cow’s milk protein
intolerance and/or gastroesophageal reflux disease
D. All of the above

REFERENCES

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6. Pineda R, Dewey K, Jacobsen A, Smith J. Non-nutritive sucking in the preterm infant. Am J Perinatol. 2019;36(3): 268–276. doi:10.1055/s-0038-1667289
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8. Girgin BA, Gözen D, Karatekin G. Effects of two different feeding positions on physiological characteristics and feeding performance of preterm infants: a randomized controlled trial. J Spec Pediatr Nurs. 2018;23(2):e12214. doi:10.1111/jspn.12214
9. Mayerl CJ, Edmonds CE, Gould FDH, German RZ. Increased viscosity of milk during infant feeding improves swallow safety through modifying sucking in an animal model. J Texture Stud. 2021;52(5–6):603–611. doi:10.1111/jtxs.12599
10. Parapharma Tech. Gelmix Infant Thickener. Accessed December 15, 2023. https://www.healthierthickening .com/gelmix-infant-thickener/
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12. Kirk AT, Alder SC, King JD. Cue-based oral feeding clini­cal pathway results in earlier attainment of full oral feed­ing in premature infants. J Perinatol. 2007;27(9):572–578. doi:10.1038/sj.jp.7211791
13. Thoyre S, Park J, Pados B, Hubbard C. Developing a co-regulated, cue-based feeding practice: the critical role of assessment and reflection. J Neonatal Nurs. 2013;19(4):139–148. doi:10.1016/j.jnn.2013.01.002
14. Pados BF. Milk flow rates from bottle nipples: what we know and why it matters. Nurs Womens Health. 2021; 25(3): 229–235. doi:10.1016/j.nwh.2021.03.006
15. Hutcheson KA, Hammer MJ, Rosen SP, Jones CA, McCull­och TM. Expiratory muscle strength training evaluated with simultaneous high-resolution manometry and electromyography. Laryngoscope. 2017;127(4):797–804. doi:10.1002/lary.26397
16. Pauloski BR, Yahnke KM. Using ultrasound to document the effects of expiratory muscle strength training (EMST) on the geniohyoid muscle. Dysphagia. 2022;37(4):788–
799. doi:10.1007/s00455-021-10328-x
17. Venkatraman A, Fujiki RB, Craig BA, Sivasankar MP, Mal­andraki GA. Determining the underlying relationship between swallowing and maximum vocal pitch eleva­tion: a preliminary study of their hyoid biomechanics in healthy adults. J Speech Lang Hear Res. 2020;63(10):3408–
3418. doi:10.1044/2020_JSLHR-20-00125
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tion pneumonia. Laryngoscope. 2019;129(11):2614–2618. doi:10.1002/lary.27654
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20. Gillman A, Winkler R, Taylor NF. Implementing the free water protocol does not result in aspiration pneumonia in carefully selected patients with dysphagia: a system­atic review. Dysphagia. 2017;32(3):345–361. doi:10.1007/ s00455-016-9761-3
21. Choi J, Baek S, Kim G, Park HW. Peak voluntary cough flow and oropharyngeal dysphagia as risk factors for pneumonia. Ann Rehabil Med. 2021;45(6):431–439. doi:
10.5535/arm.21068
22. Gipsman AI, Lapinel NC, Mayer OH. Airway clearance in patients with neuromuscular disease. Paediatr Respir Rev. 2023;47:33–40. doi:10.1016/j.prrv.2023.02.002
23. Chou Y, Wang LW, Lin CJ, Wang LY, Tsai WH, Ko MJ. Evaluation of feeding difficulties using videofluoroscopic swallow study and swallowing therapy in infants and children. Pediatr Neonatol. 2023;64(5):547–553. doi:10 .1016/ j.pedneo.2022.11.010
24. Balest AL, Mahoney AS, Shaffer AD, White KE, Theiss R, Dohar J. Infant aspiration and associated signs on clini­cal feeding evaluation. Int J Pediatr Otorhinolaryngol. 2021;149:110856. doi:10.1016/j.ijporl.2021.110856
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26. S¸ahan AK, Öztürk N, Demir N, Karaduman AA, Serel Arslan S. A comparative analysis of chewing function and feeding behaviors in children with autism. Dysphagia. 2021;36(6):993–998. doi:10.1007/s00455-020-10228-6
27. Lundine JP, Bates DG, Yin H. Analysis of carbonated thin liquids in pediatric neurogenic dysphagia. Pediatr Radiol. 2015;45(9):1323–1332. doi:10.1007/s00247-015-3314-z
28. Vergara J, Teixeira HS, de Souza CM, et al. Flow test by
the International Dysphagia Diet Standardization Initia­tive reveals distinct viscosity parameters of three thick­ening agents. J Food Sci Technol. 2022;59(9):3627–3633. doi:10.1007/s13197-022-05369-5
29. Machado AS, Lenz D, de Souza RDS, et al. Lack of stan­dardization in commercial thickeners used in the manage­ment of dysphagia. Ann Nutr Metab. 2019;75(4):246–251. doi:10.1159/000504334
30. Yoon SN, Yoo B. Rheological behaviors of thickened infant formula prepared with xanthan gum-based food thickeners for dysphagic infants. Dysphagia. 2017;32(3): 454–462. doi:10.1007/s00455-017-9786-2
31. Koo JK, Narvasa A, Bode L, Kim JH. Through thick and thin: the in vitro effects of thickeners on infant feed viscosity. J Pediatr Gastroenterol Nutr. 2019;69(5):e122– e128. doi:10.1097/MPG.0000000000002470
32. Woods CW, Oliver T, Lewis K, Yang Q. Development of necrotizing enterocolitis in premature infants receiving thickened feeds using SimplyThick
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33. Beal J, Silverman B, Bellant J, Young TE, Klontz K. Late onset necrotizing enterocolitis in infants following use of a xanthan gum-containing thickening agent. J Pediatr. 2012;161(2):354–356. doi:10.1016/j.jpeds.2012.03.054
34. Clarke P, Robinson MJ. Thickening milk feeds may cause necrotising enterocolitis. Arch Dis Child Fetal Neonatal Ed. 2004;89(3):F280. doi:10.1136/adc.2003.036392
35. Wolter NE, Hernandez K, Irace AL, et al. A systematic pro­cess for weaning children with aspiration from thickened fluids. JAMA Otolaryngol Head Neck Surg. 2018; 144(1): 51–56. doi:10.1001/jamaoto.2017.1917
36. Peterson Lu E, Bowen J, Foglia M, et al. Etiologies of poor weight gain and ultimate diagnosis in children admitted for growth faltering. Hosp Pediatr. 2023;13(5):394–402. doi:10.1542/hpeds.2022-007038
37. Dietary Recommendations for Healthy Children. www .heart .org. Accessed December 18, 2023. https://www .heart.org/en/healthy-living/healthy-eating/eat-smart/ nutrition-basics/dietary-recommendations-for-healthy­children
Case Studies
CHAPTER OUTLINE
Introduction
Diagnosis
Instrumentation
Personnel
Facilities
Case Studies From Voice and Swallowing Centers
Parkinson Disease Cough and Hoarseness Zenker Diverticulum Early Laryngeal Cancer Dysphagia and Vocal Fold Paralysis Late Effects of Radiation Therapy in the Head
and Neck Region Failure to Thrive in an Autistic Child Dysphagia and Laryngospasm Dysphagia, Cough, and Hoarseness Laryngomalacia Head and Neck Cancer Parkinson Disease
Summary
Discussion Questions
Study Questions
References
Chapter
13
287
288 CLINICAL MANAGEMENT OF SWALLOWING DISORDERS
A Look at the Chapter
In this chapter, the authors present a series of cases in which the key members of the swallowing team, the speech-language patholo­gist and the otolaryngologist, work together to improve the patient’s quality of life. Since swallowing involves the organs of mastication, articulation, phonation, and respiration, the case studies address the functions of these systems as they relate to swallowing. Often, they involve direct focus on the vocal folds, and cases are presented where it is equally important to address vocal fold function and swallowing management. First, we present the basic struc­ture of a comprehensive swallowing center. This information is valuable to students, clinicians, and administrators who are planning to develop new comprehensive outpatient swallowing centers. This is followed by case studies with examples of how different members of the swal­lowing team are involved in the management of swallowing disorders.

INTRODUCTION

Swallowing relies on the muscles of the head, neck, and respiration. When swallowing disorders are sus­pected, the clinician often encounters patients with concerns about their voice and their breathing. The lips, tongue, teeth, nasopharynx, velopharynx, oro­pharynx, and larynx and respiratory system are all involved in swallowing as well as speaking. Swal­lowing requires the manipulation of food in the oral cavity followed by transmission to the esophagus while protecting the airway by closing the vocal folds. Speech, voice, and swallowing require the functioning of many of the same neuromuscular systems. Anatomically, physiologically, and func­tionally, there is a significant overlap between the production of speech, voice, and swallowing func­tions. Clinicians who treat disorders of swallowing should have specific knowledge of these structures
and their functions as they relate to breathing, speech, voice, and swallowing.
From a practical point of view, there are many reasons for unifying the personnel and facilities to manage swallowing disorders. Those with expertise in swallowing and voice disorders often staff a com­prehensive swallowing center. Patients in a compre­hensive swallowing center can express their needs regarding swallowing disorders and their concerns about their speech or voice to individuals who have a keen interest in and understanding of the entire prob­lem. The development of a comprehensive center that brings together those who have a special interest and expertise in the diagnosis and treatment of prob­lems affecting the organs of swallowing, voice, and breathing eliminates the need for a patient to travel from place to place to address these concerns.
The concept of a comprehensive swallowing center is not new. The management of speech, voice, and swallowing disorders in patients with head and neck cancer dates back over 100 years, when the first laryngectomy was reported by Billroth and Gussenbauer in 1874, and reviewed by Fasching,
1
who also included a report of fitting a patient with a pneumatic artificial larynx. This device introduced sound into the pharynx through a surgically cre­ated fistula. Although the fistula aided the patient in communication, it also reduced the propelling force associated with swallowing and was eventually abandoned. However, since that time, the empha­sis on postsurgical rehabilitation of swallowing and communication has been reflected in the advent of numerous surgical procedures designed to preserve voice and speech after head and neck cancer fol­lowed by rehabilitation by speech-language pathol­ogists (SLPs), physical and occupational therapists, and dietitians. This is the group of specialists who staff a comprehensive voice and swallowing center.
The modern era of dysphagia management began with the publication of Logemann’s text on the evaluation and treatment of swallowing disor­ders in 1983.
2
In that early work, clinicians were introduced to the importance of diagnosing and treating swallowing problems that arose from sur­gical procedures to treat head and neck cancers, as well as neurological events such as stroke and degenerative neuromuscular diseases.
13. CASE STUDIES 289
the team in the management of patients with swal-
Many of the current conservative surgical procedures, as well as the organ preservation protocols requiring radiation and chemoradiation to treat cancer of the head and neck, alter the natural swallowing patterns or compound the preexisting problems of speaking, phonating, and swallowing.
lowing, voice, and speech problems. The SLPs who treat swallowing problems in patients with head and neck cancer are usually trained to treat voice and speech disorders in these patients. SLPs who treat language and speech disorders in the acute and long-term stroke and neurologically disordered populations are also involved in the treatment of swallowing disorders. Regardless of the underly­ing condition, the role of the SLP is to assess the
Moreover, organ preservation procedures may also contribute to voice and/or speech disorders such as hoarseness, vocal weakness, disrupted reso­nance, and dysarthria. The state-of-the-art compre­hensive swallowing center is composed of a team that understands the anatomy and physiology of the organs of the speech, voice, and swallowing mech­anisms, the physiology of swallowing, and brings together a unified program to maximize recovery of communication and swallowing functions. The cen-
patient’s functional communication needs and safety of swallowing.
Once the assessment is made, the SLP and the otolaryngologist propose a plan of rehabilitation to the patient that may include pre- and postoperative treatments, cognitive therapy, and/or voice therapy. The team may also include nutritionists, neurolo­gists, occupational therapists, psychologists, and others who may be called in to address patients with specific problems.
ter must also be physically organized to accommo­date wheelchairs and gurneys, and provide enough space for those conducting the exams. Some mod­ern swallowing centers may even have their own fluoroscopic unit to conduct radiological tests on site without referral to another location.
In this chapter, the organization of a voice
The personnel of the swallowing center work together with the patient to achieve a safe and functional swallow and maximize the patient’s communication needs to improve overall quality of life.
and swallowing center is described. The functional basis for a specialized voice and swallowing center is shown with case studies of patients seen by the specialists in the center. In addition, the diagnostic equipment and space needed to maintain a func­tional voice and swallowing center are presented.
The important elements for the SLP to consider include the conditions at the onset of the problem, prior illnesses (including those related to birth or occurring at birth), genetic or inherited disorders and diseases, and the patient’s family history of dis­eases, especially those related to the current con-

DIAGNOSIS

dition. Currently prescribed and over-the-counter medications should also be noted as well as the patient’s prior level of function. Rehabilitation spe-
The oral cavity, pharynx, and larynx share the responsibility and burden of channeling expiratory airflow and voice upward and outward and propel­ling foods, liquids, and medications downward into the esophagus and stomach. Because of this shared passage, SLPs and otolaryngologists who are both uniquely trained in the anatomy, physiology, and neurology of the head, neck, and upper aerodiges­tive tract are ideal professionals to develop and lead
cialists should remember that treatment of swallow­ing requires a general level of cognition that allows the patient to follow commands, some of which may be complex. For infants and children with swallow­ing problems, psychologists, occupational thera­pists, and cognitive specialists may be involved to facilitate the patient’s needs.
The role of the otolaryngologist is to conduct a comprehensive head and neck examination, to
290 CLINICAL MANAGEMENT OF SWALLOWING DISORDERS
recommend special tests, and to propose and man­age medical or surgical intervention. The oral-motor assessment examines the motor functions of the cra­nial nerves involved in swallowing and the ability of the vocal folds to function in voice production and swallowing. Specific tests of voice and swal­lowing are done by the otolaryngologist and with other team members of the swallowing center as discussed in Chapters 6 and 10. Special tests such as magnetic resonance imaging or pulmonary func­tion tests may be ordered by the otolaryngologist or neurologist and reviewed by the swallowing team.
The SLP who treats swallowing disorders must have an understanding of the cranial nerve func­tions. The SLP must also recommend and conduct the proper tests and, along with the other members of the treatment team, offer a plan of rehabilitation. Table 13–1 summarizes major conditions and dis­orders routinely seen in a comprehensive swallow­ing center. Some of these conditions are primarily related to swallowing disorders, while others may be initially related to voice, speech, and airway disor­ders. In some cases, patients come to the voice and swallowing center because they are hoarse but then report difficult swallowing when further describing their symptoms. A coordinated treatment team con-
sists of members who understand that speech and swallowing disorders require a careful review of the case history in order to provide specialized treat­ment for all of the conditions that may be related to the primary complaint.
When you begin your employment in a dysphagia center, get to know your extended family of support. You may need them for the first patient you evaluate.
The members of a comprehensive swallowing center determine the diagnosis and develop a plan of treatment using the patient’s complaints, case history, and documentation from proper examina­tions, such as laryngeal imaging during swallowing or results of radiological studies of swallowing.
The rehabilitation specialists (occupational therapist, SLP, physical therapist) must obtain the medical diagnosis prior to treatment for swallow­ing, speech, and/or voice disorders. The otolaryn­gologist, neurologist, or pediatric otolaryngologist makes the diagnosis and relies on the combined test results and the patient’s history.
TABLE 13–1. Common Conditions, Disorders, and Diseases That May Have
Components of Speech, Voice, and Swallowing Disorders
Vocal fold paralysis
Vocal fold paresis
Superior laryngeal nerve paralysis
Vocal fold atrophy
Bilateral vocal fold paralysis
Chronic cough
Shortness of breath
Parkinson disease
Cerebral vascular accident
Amyotrophic lateral sclerosis
Myasthenia gravis
Vocal fold granuloma
Developmental delay
Laryngopharyngeal reflux
Gastroesophageal reflux
Dehydration
Long-term intubation
Tracheostomy
Medications
Early postradiation dysphagia
Late radiation dysphagia
Lingual, oral, and oropharyngeal cancers
Larynx preservation surgeries
Benign tumors of the head and neck
Autism
Autoimmune diseases
13. CASE STUDIES 291
Prior to instrumental assessment or imaging, the clinician should always document the patient’s prob­lems using case history information and appropriate self-assessment tools whenever possible. During the clinical swallow assessment, trial swallows may be given to observe the patient’s behaviors. Proper tests, either the flexible endoscopic evaluation of swallow­ing (FEES) or modified barium swallow (MBS), may be selected based on the trial swallows. Thus, diag­nosis in the state-of-the-art swallowing center will include the use of patient self-assessment tools such as those listed in the Appendices, and/or perhaps special tests of motor speech functions.

INSTRUMENTATION

Special diagnostic and treatment equipment play an important role in the swallowing center. Specifically, systems such as FEES with recording that allow visu­alization of the upper aerodigestive tract structures under dynamic conditions guide clinicians in mak­ing the diagnosis and developing treatment plans. The larynx and vocal folds may be observed during breathing, speaking, swallowing, and other vege­tative activities during a FEES examination. Video recording allows the clinician to perform and review FEES examinations with the patient as well as to archive the exams for comparison after treatment.
Videostrobolaryngoscopy (VSL) with video recording is also a key instrument in the voice and swallowing center. VSL provides the clinician with a tool to observe the vocal folds under stroboscopic light for the purpose of assessing vocal fold move­ment, closure, and symmetry, all of which can have an effect on swallowing. Some clinics may also employ a high-speed digital imaging video record­ing system, a relatively new tool for the diagnos­tician to examine details of vocal fold vibration. Recording at speeds of 2000 frames per second and above, high-speed imaging captures the real-time motion of the vocal folds.
A typical scenario in a swallowing center may begin with a patient coming in with a complaint of “something sticking in my throat and occasional hoarseness.” Following a detailed case history, the
FEES examination may be the appropriate start­ing point. Likely, the patient will have significant laryngeal edema and erythema. If the remainder of the FEES examination is normal, one possible initial treatment is medication for the edema and erythema. If the patient is also complaining of pain or regurgitation, an esophagram or pharyngeal manometry may be ordered at that time. After the FEES exam, medical treatment can begin while other tests are being done. Depending on the results of the esophagram and if swallowing and hoarseness are still complaints, the team may wish to combine a FEES examination with a videofluoroscopic swal­low study (VFSS) or a VSL depending on the specific complaint. Based on the diagnosis, treatment by the SLP as well as continued follow-up by the otolaryn­gologist may be ordered. Both team members work­ing in the same center will usually have access to each other’s records, as well as the records of those involved in the patient’s care, through electronic medical records. The likelihood of complete com­munication is enhanced in a comprehensive swal­lowing and voice center. A video record and clinical notes that are maintained in an efficient archiving system allow all members of the treatment team to review the patient’s progress and plan further treat­ment, if necessary, during subsequent visits.
Many swallowing centers now offer a transnasal esophagoscopy (TNE), a procedure to examine the esophagus and entrance to the stomach for esopha­geal disorders. This procedure described by Bush and Postma provides a look into the esophagus without the need for sedation or radiation.
3
Addi­tionally, access to esophageal manometry is now being added to more swallowing centers to examine the details of manometric pressure changes in the esophagus.
The clinical examination and the instrumental systems in the swallowing center provide the clini­cian with baseline measures of all aspects related to the organs involved in swallowing. When there is a need to assess speech intelligibility, speech amplitude, or rate of speaking, acoustic analysis systems may also be used by swallowing special­ists. Although these systems are used more com­monly for primary complaints of voice and speech disorders, patients with many of the disorders listed