Supporting Children with Feeding Difficulties Through a Therapeutic Feeding Camp

Supporting Children with Feeding Difficulties Through a Therapeutic Feeding Camp

Published in the January 2026 issue of the ISHA Voice

By Dr. Katie Coakley, Anna Cannone, and Dr. Kay Toomey

Anna Cannone is an ISHA Member, Dr. Katie Coakley is an occupational therapist at NIU, Dr. Kay Toomey is a pediatric psychologist with Toomey & Associates. 

Feeding challenges are common in early childhood and can place significant stress on children and their families. These challenges may include extreme picky eating, limited food variety, sensory sensitivities, or distress during mealtimes (Goday et al., 2019; Kovaciv et al., 2021). Feeding difficulties are especially common among children with developmental disabilities, including autism, and can affect growth, nutrition, and family well-being (Hume-Nixon & Kuper, 2018; Elsayed et al., 2022).

For many families, accessing feeding therapy is difficult due to cost, long waitlists, limited insurance coverage, or a shortage of clinicians with specialized training in pediatric feeding (Feeding Matters, 2019; Okada et al., 2022). To help address these barriers, a university-based speech-language clinic developed a short-term therapeutic feeding camp designed to support children’s feeding skills while actively involving and empowering families.

The Feeding Camp Model

The feeding camp, called Food and Friends, was a four-week summer program held at a university clinic. Four children between the ages of 23 months and 6 years participated along with their parents or caregivers. The camp met twice a week for two hours and was led by graduate speech-language pathology students under the supervision of licensed speech-language pathologists and an occupational therapist.

The camp used the Sequential Oral Sensory (SOS) Approach to Feeding, an evidence-based intervention for children with feeding difficulties (Benson et al., 2013; Galpin et al., 2018; Kim et al., 2021; Hsin et al., 2023). The SOS approach emphasizes gradual, positive exposure to foods through play and sensory exploration rather than pressure to eat. Children progress at their own pace—from tolerating the presence of food to interacting with, smelling, touching, tasting, and eventually eating new foods (Toomey & Associates, 2022).

Each session included two primary components. During the first hour, children participated in sensory-based activities such as movement, music, and play to support regulation and readiness for feeding. During the second hour, children engaged in food play and exploration with individualized support. This structure reflects research showing that feeding is a complex activity influenced by sensory processing, oral motor skills, and emotional regulation (Benson et al., 2013; Elsayed et al., 2022).

Parents observed sessions through a two-way mirror and received education on topics such as sensory processing, oral motor skills, and establishing positive mealtime routines. Caregiver education and empowerment are key components of the SOS Approach to Feeding and have been linked to improved child outcomes and reduced caregiver stress (Grey et al., 2010; Kim et al., 2021).

Outcomes for Children and Families

By the end of the camp, families reported meaningful improvements in their children’s feeding behaviors. Parents described fewer mealtime struggles, reduced stress, and greater willingness from their children to interact with foods. Children increased the number of foods they would consistently eat, an important indicator of improved dietary diversity and nutrition (Hasanah et al., 2024).

Parents also reported changes in how they understood and responded to their child’s feeding challenges. Many caregivers felt more confident, less frustrated, and better equipped to support feeding at home. Research suggests that improved parental understanding and reduced stress are important outcomes of effective feeding intervention (Grey et al., 2010; Hsin et al., 2023).

In addition, parents valued the opportunity to observe therapy sessions and connect with other families experiencing similar challenges. Group-based feeding interventions and therapeutic camps have been shown to provide social support and meaningful therapeutic benefits for pediatric populations (Hsin et al., 2023; Stackhouse et al., 2023).

Family-Centered and Culturally Responsive Care

The camp was intentionally designed to be family centered and culturally responsive, recognizing the close relationship between food, family, and culture (Anderson & Trumbull, 2021; Villaluna & Dolby, 2024). Families were encouraged to share their cultural food practices, values, and routines, and these were incorporated into therapy whenever possible. Parents reported feeling listened to, respected, and supported throughout the intervention.

Family-centered care, which emphasizes collaboration and respect for family strengths and culture, has been linked to improved outcomes and reduced disparities in pediatric healthcare (Arango, 2011; Magnusson & Mistry, 2017). Culturally competent care—defined as effective and respectful collaboration between providers and families—has also been associated with improved patient experiences and outcomes (Campinha-Bacote, 2002; Butler et al., 2016).

Why This Model Matters

This pilot feeding camp demonstrates how short-term, group-based interventions can help reduce barriers to feeding therapy while supporting meaningful improvements for children and families. University-based clinics are uniquely positioned to offer accessible, lower-cost services while also training future clinicians in pediatric feeding and culturally responsive care.

Although this was a small pilot program, the findings align with existing research supporting group feeding interventions and caregiver education as effective approaches for children with feeding difficulties (Benson et al., 2013; Hsin et al., 2023).

Looking Ahead

Future programs could expand this model to serve more families, include longer or repeated camp sessions, and follow children over time to better understand long-term outcomes. With further research and development, therapeutic feeding camps may play an important role in improving access to feeding services and promoting healthier, more positive mealtimes for children and their families.

Want more information?

If you’d like to learn more about this story or have other related questions, please contact Dr. Katie Coackley (kcoakley713@gmail.com) or Anna Cannone (acannone@niu.edu).

Acknowledgements

The authors would like to thank Dr. Kay Toomey, founder of the SOS Approach to Feeding, for giving her time and expertise to the development of this feeding therapy camp. The authors would also like to thank Northern Illinois University’s Speech-Language-Hearing Clinic for the use of space, the graduate speech-language pathology students who participated in their time and pursuit of knowledge, the College of Health and Human Science’s SEED grant, which helped fund this pilot study, and the campers and their families for their participation and feedback.

References

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