Lately, I’ve been getting a lot of messages from people asking how to specialize in feeding therapy. It’s one of my favorite questions because I love seeing more providers interested in helping kids improve mealtimes! But I also get it—figuring out where to start can feel overwhelming.

A lot of people assume you need a hospital job or years of specialized training to do this work. And while hands-on experience is essential—and hospital-based programs can provide incredible training—there’s more than one way to gain competence in feeding therapy. You might be surprised to learn that the path to starting your journey as a feeding specialist isn’t as out of reach as you think!

So, where do you start? What does it really take to be competent in feeding therapy? And what’s the biggest mistake I see new providers make?

Free Strategies for Picky Eating and Autism

I didn’t start out my career in feeding therapy, and I certainly didn’t feel like an expert right away. My learning really began when I took a position at local hospital in a Pediatric Feeding Program. I had the opportunity to work alongside an interdisciplinary team and gained hands-on experience supporting children with complex feeding challenges.

One of the most valuable parts of that experience was having mentorship and direct training from a more senior clinician. Learning from someone with deep expertise gave me the confidence (and guard-rails!) to apply what I was learning in real-time. But I also know that not everyone has access to that kind of setting, and I truly believe there are other ways to start growing your skills in feeding therapy—many of which I teach in Adventure Eating for Neurodivergent Kids!

If you’re interested in this niche area, you don’t have to wait for the perfect job opportunity to start building your knowledge.

What Does It Mean to Be Competent in Feeding Therapy?

According to Bailey and Burch (2009), developing competence in a specialty requires:
✅ Reading the most recent studies in high-quality journals
✅ Thoroughly reading the landmark books on the topic
✅ Attending workshops on this topic within the past year
✅ Receiving training from a well-qualified BCBA in the niche area
✅ Identifying the experts in the field and connecting with them
✅ Being regularly consulted by colleagues on cases in this specialty
✅ Presenting on this topic at state or national meetings

That’s a long list, right? And if you’re just getting started, it might feel a little intimidating.

So let’s break it down into three practical steps you can take right now to begin developing competence and confidence in feeding therapy.

1. Learn Through Research & Continuing Education

Start by deep-diving into research, books, and training opportunities. Below are some resources I highly recommend.

Books:

Articles:

Goday, P. S., Huh, S. Y., Silverman, A., Lukens, C. T., Dodrill, P., Cohen, S. S., Delaney, A. L., Feuling, M. B., Noel, R. J., Gisel, E., Kenzer, A., Kessler, D. B., Kraus de Camargo, O., Browne, J., & Phalen, J. A. (2019). Pediatric feeding disorder. Journal of Pediatric Gastroenterology and Nutrition, 68(1), 124–129.
Gover, H., Hanley, G., Ruppel, K., Landa, R., & Marcus, J. (2023). Prioritizing choice and assent in the assessment and treatment of food selectivity. International Journal of Developmental Disabilities, 69, 53–65.
Koegel, R. L., Bharoocha, A. A., Ribnick, C. B., Ribnick, R. C., Bucio, M. O., Fredeen, R. M., & Koegel, L. K. (2012). Using individualized reinforcers and hierarchical exposure to increase food flexibility in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(8), 1574–1581.
Munk, D. D., & Repp, A. C. (1994). Behavioral assessment of feeding problems of individuals with severe disabilities. Journal of Applied Behavior Analysis, 27(2), 241–250.
Piazza, C. C. (2008). Feeding disorders and behavior: What have we learned? Developmental Disabilities Research Reviews, 14(2), 174–181.
Schreck, K., & Williams, K. (2006). Food preferences and factors influencing food selectivity for children with autism spectrum disorders. Research in Developmental Disabilities, 27(4), 353–363.
Williams, K., & Seiverling, L. (2022). Behavior analytic feeding interventions: Current state of the literature. Behavior Modification, 47(4), 014544552210981.

CEUs:

Beyond reading, CEUs are key. Look for opportunities at conferences, through professional organizations, including special interest groups, and from experts in the field. One of my favorite CE opportunities for providers just starting out is this podcast episode. And-if you're a BCBA or provider looking for a structured approach to expanding your feeding intervention skills, join the waitlist for my course, Adventure Eating for Neurodivergent Kids, where you'll gain a clear, evidence-based framework for supporting kids with food selectivity.

2. Find a Mentor & Connect With Experts

If possible, seek mentorship from not only a BCBA, but also an SLP, OT, or RD with expertise in feeding. Having a network of professionals to ask questions and discuss cases with can be incredibly helpful.

If you don’t have a mentor yet, start by identifying professionals whose work you admire. Follow their research, attend their presentations, and don’t hesitate to reach out with thoughtful questions. Many experts are willing to point you toward helpful resources or offer guidance. (And feel free to reach out to me! 🙋🏼‍♀️)

You can find a directory of feeding experts on the Feeding Matters website.

3. Get Hands-On Experience

Competence isn’t just about what you know—it’s about your hands-on skills. The best way to build confidence in feeding therapy is through real-world application.

✔If you already work with kids, look for small ways to integrate feeding work into your sessions under the guidance of a mentor or experienced provider. This might include assessing food selectivity, collecting food log information, or collaborating with other professionals.

✔ If your current setting doesn’t focus on feeding, consider shadowing or volunteering with a provider who does. Even observing feeding sessions can help you better understand intervention strategies.

✔ If you’re working with families, ask how you can support mealtime routines in a way that aligns with their goals. Consulting with a mentor or experienced provider can help ensure your strategies are safe and family-centered. Sometimes, even small shifts—like helping a child tolerate a new food on their plate—can be a meaningful step.

The Biggest Mistake New Providers Make in Feeding Therapy

Here’s what I see happen all the time:

Providers get excited about working with kids on feeding but jump in too quickly without a strong foundation.

They watch a CEU, feel inspired, and immediately start implementing feeding strategies—without thoroughly understanding:

Feeding challenges are rarely just behavioral—they often involve multiple underlying factors (Goday et al., 2019). That’s why leading experts in pediatric feeding categorize feeding difficulties into four key domains:

Medical – health conditions affecting eating
Nutritional – whether the child is getting enough nutrients to grow and thrive
Feeding Skill – the child’s ability to safely chew and swallow food
Psychosocial – the emotional, behavioral, and environmental factors that influence eating

If a child is struggling with mealtimes, it’s critical to assess all four domains before deciding on a treatment approach. Skipping this step can lead to ineffective or even harmful interventions—especially if the real issue isn’t properly identified.

Before introducing any feeding strategies, ask yourself (and your multidisciplinary team!) these questions:

🔹 Medical Concerns: Are there underlying health issues contributing to the feeding challenges? Conditions like reflux, constipation, allergies, or swallowing disorders can cause pain or discomfort during eating. If a child is refusing food, it might not be about behavior—it could be about pain or discomfort.

🔹 Nutritional Status: Is the child getting the nutrients they need to grow and thrive? Some children may fill up on preferred foods but still be missing key vitamins, minerals, or calories. Without proper nutrition, a child may lack the energy to engage in feeding therapy or build tolerance for new foods.

🔹 Feeding Skills: Does the child have the necessary oral-motor and swallowing abilities to eat safely? A child who gags on certain textures, pockets food in their cheeks, or takes excessive time to chew may need support in developing foundational feeding skills before expanding their diet.

🔹 Psychosocial Factors: Are behavioral, developmental, or environmental factors playing a role? Past negative experiences with food (like choking or vomiting), sensory sensitivities, or family mealtime stress can create barriers that need to be addressed in treatment.

Moving Forward: A Comprehensive Approach

To set children up for success, feeding therapy must take a whole-child approach—considering all four of these domains before developing an intervention plan.

✔ Collaborate with a Multidisciplinary Team
Work with pediatricians, dietitians, speech-language pathologists (SLPs), occupational therapists (OTs), and behavioral specialists to ensure all contributing factors are assessed. Feeding is a complex process that often requires expertise from multiple disciplines to create a safe and effective plan.

✔ Use Comprehensive Assessments
Conduct a thorough case history, medical review, nutritional intake analysis, and feeding skill assessment before deciding on intervention strategies. Understanding the child’s individual strengths and challenges will help determine the best course of action.

✔ Prioritize Safety and Individualized Care
Every child’s feeding challenges are unique. Avoid a one-size-fits-all approach and tailor interventions to the child’s specific needs. Support should be gentle, developmentally appropriate, and focused on building trust at mealtimes.

Where to Go From Here

If you’re excited to grow in this area, here are your next steps:
🔹 Sign up for CEU courses focused on feeding
🔹 Read recent research, seminal papers, and landmark books on feeding interventions
🔹 Seek out mentorship and build connections with experts
🔹 Look for opportunities to integrate feeding strategies into your current work

And if you want a structured approach to supporting kids in feeding therapy, check out Adventure Eating for Neurodivergent Kids! It’s designed to give providers a clear, step-by-step method for introducing new foods—and the confidence to implement it successfully.

Have questions about getting started in feeding therapy? Leave a comment or reach out—I’d love to hear from you!

References

Bailey, J. S., & Burch, M. R. (2009). 25 Essential Skills & Strategies For The Professional Behavior Analyst : Expert Tips For Maximizing Consulting Effectiveness. Routledge.

Goday, P. S., Huh, S. Y., Silverman, A., Lukens, C. T., Dodrill, P., Cohen, S. S., Delaney, A. L., Feuling, M. B., Noel, R. J., Gisel, E., Kenzer, A., Kessler, D. B., Kraus de Camargo, O., Browne, J., & Phalen, J. A. (2019). Pediatric feeding disorder. Journal of Pediatric Gastroenterology and Nutrition, 68(1), 124–129.