Breast to Bottle-Feeding: Maternal Perspectives & Transition Influences

Date of Submission

Spring 2025

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Maria Centeno-Vazquez, PhD, CCC-SLP, BCS-S

Abstract

Purpose: This study examined maternal perspectives and factors influencing the transition from exclusive breastfeeding to bottle-feeding and identified the baby bottles most commonly selected to support this transition. The study also explored the clinical relevance of infant feeding education and intervention within speech-language pathology practice. Method: A quantitative descriptive design was utilized through an anonymous 17-item Qualtrics survey. Participants included 78 adult mothers who had transitioned from exclusive breastfeeding to bottle-feeding within the previous 5 years. Recruitment occurred through convenience sampling, social media platforms, professional organizations, and community outreach. Survey questions addressed breastfeeding influences, bottle and pacifier selection, maternal perspectives, partner involvement, employment factors, and infant feeding practices. Descriptive statistical analyses were completed using Qualtrics. Results: The most commonly reported factors influencing the transition from breastfeeding to bottle-feeding were return to work following maternity leave (46%) and partner involvement/support with infant feeding (40%). Most participants reported utilizing a combined breast- and bottle-feeding approach during the transition period. Dr. Brown’s Natural Flow and Philips Avent bottles were identified as the most frequently selected bottles. Contrary to the study hypothesis, findings suggested participants demonstrated awareness of evidence-based infant feeding practices, as many selected bottles designed to support appropriate flow rates and reduce feeding intolerance. Additionally, 63% of participants reported familiarity with the World Health Organization infant feeding recommendations. Conclusions: Findings highlight the multifactorial influences associated with infant feeding decisions and emphasize the importance of evidence-based parent education regarding bottle-feeding alternatives. Results support the clinical role of speech-language pathologists in infant feeding and swallowing education, particularly within neonatal and early intervention settings. Continued interprofessional collaboration and expanded caregiver education may improve infant feeding outcomes and support families navigating the transition from breastfeeding to bottle-feeding.

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