Introduction
The research paper is about food selectivity and mealtime behaviour in school-children with autism spectrum disorder (ASD) in Japan. The authors conducted a qualitative study with 12 special education teachers who had experience working with such children. The aim was to explore the teachers’ perspectives on the causes, consequences, and strategies of dealing with food selectivity and mealtime behaviour.
Causes of food selectivity and mealtime behaviour
The teachers identified several factors that contributed to food selectivity and mealtime behaviour in children with ASD, such as:
- Sensory issues: Some children were sensitive to the smell, taste, texture, temperature, or appearance of food, and rejected foods that did not match their preferences.
- Routines and rituals: Some children had rigid rules or habits around food, such as eating only certain foods, eating in a specific order, or using specific utensils or plates.
- Anxiety and stress: Some children were anxious or stressed about eating, especially in unfamiliar or noisy environments, or with unfamiliar people or foods.
- Communication difficulties: Some children had trouble expressing their likes, dislikes, or needs around food, or understanding the social cues or expectations of mealtime.
- Cognitive and developmental issues: Some children had difficulty understanding the concept of hunger, satiety, nutrition, or variety, or had limited food exposure or experience.
Consequences of food selectivity and mealtime behaviour
The teachers reported several negative outcomes of food selectivity and mealtime behaviour in children with ASD, such as:
- Health problems: Some children suffered from malnutrition, dehydration, obesity, or dental issues due to their restricted or imbalanced diet.
- Social problems: Some children had difficulty participating in social events or activities that involved food, such as school lunch, field trips, or family gatherings, and felt isolated or excluded from their peers or family.
- Educational problems: Some children had reduced attention, concentration, or learning ability due to their hunger, thirst, or fatigue caused by their inadequate food intake.
- Emotional problems: Some children had low self-esteem, frustration, or anger due to their food-related challenges, and sometimes displayed tantrums, aggression, or self-injury during mealtime.
Strategies for dealing with food selectivity and mealtime behaviour
The teachers shared various strategies that they used or recommended for dealing with food selectivity and mealtime behaviour in children with ASD, such as:
- Environmental modifications: Some teachers adjusted the physical or social environment of mealtime, such as reducing noise, distractions, or stimuli, providing a comfortable and familiar setting, or creating a positive and supportive atmosphere.
- Behavioural interventions: Some teachers applied behavioural principles or techniques, such as reinforcement, shaping, chaining, or fading, to increase the acceptance or variety of food, or to reduce the refusal or problem behaviour.
- Communication interventions: Some teachers used visual or verbal cues, prompts, or aids, such as pictures, symbols, menus, or timers, to enhance the communication or understanding of mealtime, or to provide choices or feedback to the children.
- Collaborative approaches: Some teachers involved the parents, caregivers, or other professionals, such as nutritionists, psychologists, or therapists, in the assessment, planning, or implementation of the interventions, or to provide education, support, or resources.
Conclusion
The research paper provides a rich and comprehensive insight into the phenomenon of food selectivity and mealtime behaviour in school-children with ASD in Japan, from the perspective of special education teachers. The research paper also suggests some implications and recommendations for practice, research, and policy, such as:
- Developing and evaluating evidence-based interventions that are tailored to the individual needs and preferences of the children and their families, and that are feasible and sustainable in the school setting.
- Increasing the awareness and knowledge of food selectivity and mealtime behaviour among teachers, parents, and other professionals, and providing them with adequate training, guidance, or consultation.
- Promoting the collaboration and coordination among different stakeholders, such as schools, families, communities, and health care systems, to ensure the holistic and integrated care and support for the children and their families.
FAQ
What is food selectivity and mealtime behaviour in children with ASD?
Food selectivity and mealtime behaviour are terms that describe the difficulties or challenges that some children with autism spectrum disorder (ASD) have with eating, such as rejecting certain foods, having rigid rules or habits around food, or displaying tantrums or aggression during mealtime.
Why is food selectivity and mealtime behaviour important to study?
Food selectivity and mealtime behaviour can have negative impacts on the health, social, educational, and emotional outcomes of children with ASD and their families. Understanding the causes, consequences, and strategies of dealing with food selectivity and mealtime behaviour can help improve the quality of life and well-being of these children and their families.
What are the limitations or gaps of the existing literature on food selectivity and mealtime behaviour in children with ASD?
The researchers identified several limitations or gaps of the existing literature on food selectivity and mealtime behaviour in children with ASD, such as:
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- Lack of diversity: Most of the previous studies were conducted in Western countries, and did not reflect the cultural, social, or environmental factors that might affect food selectivity and mealtime behaviour in different contexts.
- Lack of depth: Most of the previous studies used quantitative methods, and did not capture the rich and nuanced experiences, meanings, or perspectives of the children with ASD and their families.
- Lack of collaboration: Most of the previous studies focused on the individual characteristics or interventions of the children with ASD, and did not involve the collaboration or coordination of different stakeholders, such as teachers, parents, or professionals.
Source:
https://ir.library.osaka-u.ac.jp/repo/ouka/all/93394/IntJ_69_6_860.pdf