Build Independent Self-feeding Function: A Pilot Study on a Child with Autism and Feeding Disorder

Abstract

The high occurrence of feeding disorders among children with autism spectrum disorder has caught the attention of professionals from different disciplines. When taking an insight into their feeding problems, mixed physical, behavioral and psychological difficulties were encountered, such as oral skill deficits (e.g., chew, swallow, and coordination), fine motor skill deficits, food selectivity (e.g., texture aversion), food neophobia, and so on. However, the traditional non-oral tube feeding method for maintaining their nutrition consumption is criticized as too intrusive and inadequate for training self-feeding skills. Therefore, to target both establishing independent self-feeding function and food consumption variety (nutrition) while using a less intrusive intervention method, the present study tested the effectiveness of a multicomponent behavioral intervention protocol on a child with autism and feeding disorder, setting across physical, behavioral and psychological background. A task analysis on self-feeding function resulted in a backward-chain training procedure on swallowing, chewing, and fine motor skills, separately and then combined. The training procedure consisted of 3 key components: 1) swallowing training, 2) chewing training starting with using a chew facilitator tube, 3) fine motor training targeting on self-feeding; and 4) fine motor-chewing-swallowing coordination training with multiple types of food. The results showed the present multi-component behavioral intervention protocol successfully established the participant’s self-feeding skills: ameliorated his oral and fine motor skills, cultivated his independent self-feeding function, and increased his food consumption volume and variety.