Objective: This investigation aimed to determine if pre-recorded virtual education modules could increase speech-language pathologists’ knowledge and confidence regarding Pediatric Feeding Disorder (PFD) in infants. It was hypothesized that the participants would increase their knowledge and confidence regarding PFD in infants. Method: Three SLPs participated in this changing criterion design investigation. The dependent variable was knowledge regarding PFD in infants as measured by a 100 pt quiz. The independent variable included seven pre-recorded asynchronously presented training modules regarding PFD in infants. Participants completed 17 to 20 self-paced sessions in total. Pre- and post-intervention self-rated confidence measures were also completed. Results: All three participants had baseline scores below 35 before intervention and improved by at least 52 points by study completion. While all three participants failed to meet the criteria set for mastery by the study’s conclusion, clear improvement in knowledge was demonstrated. Two of the three participants also self-reported an increase in confidence from pre- to post-intervention. Conclusion: Overall, participants increased their knowledge regarding PFD in infants and retained it throughout the investigation and some increased confidence as well. Although this study had multiple limitations, there are promising findings that lay the groundwork for future investigations regarding education of SLP’s that have limited access to knowledge acquisition.
