Hostname: page-component-76fb5796d-dfsvx Total loading time: 0 Render date: 2024-04-26T12:52:40.240Z Has data issue: false hasContentIssue false

Effect of an oral stimulation program on sucking skill maturation of preterm infants

Published online by Cambridge University Press:  18 February 2005

S Fucile
Affiliation:
McGill University, School of Physical and Occupational Therapy, Montreal, Quebec, Canada.
EG Gisel
Affiliation:
McGill University, School of Physical and Occupational Therapy, Montreal, Quebec, Canada.
C Lau
Affiliation:
Baylor College of Medicine, Department of Pediatrics, Section of Neonatology, Houston, Texas, USA.
Get access

Abstract

This study assessed the effect of an oral stimulation program on the maturation of sucking skills of preterm infants. Thirty-two preterm infants (13 males, 19 females), appropriate size for gestational age (gestational age at birth 28 wks, SD 1.2wks; birthweight 1002g, SD 251g), were randomly placed into experimental and control groups. The experimental group received a daily 15-minute oral stimulation program, consisting of stroking the peri- and intra-oral structures, for 10 days before the start of oral feedings. Sucking measures were monitored with a specially-designed nipple-bottle apparatus. Results indicate that the experimental group achieved full oral feedings 7 days sooner than the control group, and demonstrated greater overall intake (%), rate of milk transfer (mL/min), and amplitude of the expression component of sucking (mmHg). There was no difference in sucking stage maturation, sucking frequency, and amplitude of the suction component of sucking. Endurance, defined as ability to sustain the same sucking stage, sucking burst duration, and suction and expression amplitudes throughout a feeding session, was not significantly different between the two groups. The stimulation program enhanced the expression component of sucking, resulting in better oral feeding performance.

Type
Original Articles
Copyright
© 2005 Mac Keith Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)