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- •Contents
- •Preface
- •Acknowledgments
- •Video List
- •Introduction
- •Need for Early Intervention
- •Epidemiology
- •Discussion Questions
- •Study Questions
- •References
- •Biomedical Ethics: Principles and Practices
- •Summary
- •Introduction
- •Central Nervous System
- •Peripheral Nervous System
- •Anatomy of the Swallowing Mechanism
- •The Normal Swallow
- •Cranial Nerves Involved in Swallowing
- •Sphincters
- •Central Neural Control of Swallowing
- •Respiration and Deglutition
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Neurological Disorders
- •Swallowing Disorders Found in Critical Care Patients
- •Esophageal Swallowing Disorders
- •Infectious Diseases
- •Medications and Swallowing Disorders
- •Autoimmune Disorders and Diseases
- •Anterior Cervical Spine Disorders
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Neoplasms
- •Head and Neck Surgery
- •Laryngeal Surgery
- •Skull Base Surgery
- •Tracheotomy
- •Swallowing Disorders Following Radiation Therapy
- •Zenker Diverticulum
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Evidence-Based Practice
- •Multidisciplinary Dysphagia Team
- •Swallowing Screening
- •Clinical Swallow Evaluation
- •Self-Assessments
- •Related Self-Assessments to Dysphagia
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Flexible Endoscopic Evaluation of Swallowing
- •Modified Barium Swallow
- •Modified Barium Swallow, Flexible Endoscopic Evaluation of Swallowing, and Silent Aspiration
- •Manometry and High-Resolution Manometry
- •Tongue Pressure/Strength Measurement
- •Other Instrumental Tests Associated With Swallowing Disorders
- •Summary
- •Discussion Question
- •Study Questions
- •References
- •Introduction
- •Evidence-Based Practice
- •Multidisciplinary Approach to Swallowing Therapy
- •Oral Hygiene
- •Compensatory Swallowing Therapy
- •Rehabilitative Swallowing Therapy
- •Prophylactic Swallowing Therapy for Head and Neck Cancer Survivors
- •Other Swallowing Treatment Methods
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Dietitian and Dysphagia
- •Properties of Liquids and Foods
- •Oral Nutrition and Dysphagia Diets
- •Nonoral Diets
- •Malnutrition and Dehydration
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Ethical Considerations
- •Summary
- •Discussion Question
- •Study Questions
- •References
- •Introduction
- •Aging Process Related to Swallowing
- •Changes in Swallowing
- •Nutrition in the Aging Population
- •Dementia
- •Feeding Assistance
- •Introduction
- •Multidisciplinary Care Team
- •Lactation
- •Prematurity
- •Family Goals for Feeding
- •Caring for Diverse Families
- •Weaning
- •Cross-Disciplinary Educational Opportunities
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Etiologies
- •Epidemiology
- •Feeding Versus Swallowing
- •Prematurity
- •Milk to Solids
- •Taking a Case History
- •Intellectual Development
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Swallowing Phases
- •Collaborative Goal Setting
- •Growth Faltering
- •Nonoral Feeding
- •Case Illustrations Within Diagnoses
- •Support for Families
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Introduction
- •Diagnosis
- •Instrumentation
- •Personnel
- •Facilities
- •Case Studies From Voice and Swallowing Centers
- •Summary
- •Discussion Questions
- •Study Questions
- •References
- •Glossary
- •Answers to Study Questions
- •Index

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 2weeks, 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
1feeding
C. Treat comorbid cow’s milk protein
intolerance and/or gastroesophageal reflux
disease
D. All of the above
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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
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