Brief Report: Feasibility and Acceptability of a Remote-Based Nutrition Education Program for Adolescents with Autism Spectrum Disorder: A COVID-19 Pilot Study

Abstract

To examine the feasibility and acceptability of a remote-based nutrition education program during COVID-19 for adolescents with autism spectrum disorder (ASD). Ten adolescents with ASD participated in a 4-week nutrition education program utilizing Zoom software during COVID-19. Topics included shopping for healthy food, and food preparation safety measures. Attendance was collected for each session. Participants, parents, and the classroom teacher completed post-program surveys and interviews. The course attendance rate was 97%. Every adolescent reported they would participate in similar future programs, and the teacher/parents felt the program was a positive experience for the participants. The remote-based nutrition education program appeared to be feasible and acceptable to participants. Future research should focus on program efficacy.

Parent and Adolescent Attitudes Toward a Virtual Nutrition Intervention for Adolescents with Autism Spectrum Disorder

“…These qualitative findings confirmed the significant pre-/post-intervention mean differences detected for behavioral strategies ( p = 0.010), self-efficacy ( p < 0.001), and outcome expectations ( p = 0.009) in our quantitative assessment (Buro et al, 2021 ) and indicated that BALANCE shows promise at improving some psychosocial determinants of dietary intake. These results are also consistent with findings of the other recent virtual nutrition education intervention for adolescents with ASD; parents reported via close-ended survey responses that the intervention improved their children’s knowledge and eating habits (Shurack et al, 2021 ).…”

“…These findings are consistent with previous research suggesting that telehealth service delivery is equivalent or better to face-to-face delivery for youth with ASD (Ellison et al, 2021 ; Sutherland et al, 2018 ). Another recent virtual nutrition intervention for adolescents with ASD also indicated that participants enjoyed the virtual format (Shurack et al, 2021 ). The inclusion of multiple reinforcing components (e.g., weekly lessons, parent handouts and webinars, and homework activities) was perceived favorably.…”

“…Such times of crisis highlight the need for virtual interventions to serve adolescents with ASD. A recent study reported that a Zoom nutrition education program for adolescents with ASD was feasible and acceptable (Shurack et al, 2021 ). However, further investigation of acceptability, perceived benefits, and unintended consequences of virtual nutrition interventions in adolescents with ASD is needed to inform the development and implementation of future interventions for this population.…”

How has the COVID-19 pandemic affected young people?—Mapping knowledge structure and research framework by scientometric analysis

“…It was found that families with high levels of education were effective in alleviating adolescents' stress and emotional fluctuations during the COVID-19 pandemic, while adolescents from low/moderately educated families experienced more dramatic and negative changes in their emotional health (75). In addition, the emergence of telemedicine in a lockdown setting offers a new intervention to help young people respond to the COVID-19 pandemic and has proven to be effective (76,77). Telemedicine and specific practices for dealing with various conditions deserve to be further explored in the future to support and help young people with adverse mental health conditions.…”

Pilot Study of a Virtual Nutrition Intervention for Adolescents and Young Adults With Autism Spectrum Disorder

“…20−24 Only 2 recent feasibility studies of nutrition education interventions have been conducted in samples of youth with ASD that included adolescents. 25,26 To maximize the effectiveness of changing dietary behaviors of adolescents and young adults (AYA) with ASD, interventions may address ASDspecific issues and theory-based behavioral change mediators that are frequently targeted in nutrition education interventions. Although Social Cognitive Theory (SCT) 27 is often used in nutrition interventions to target psychosocial determinants of dietary intake, 28 existing interventions for AYA with ASD do not address psychosocial factors, such as self-efficacy and behavioral skills.…”