Use of Teacher-Paced Instruction in Developing and Maintaining Independent Self-Feeding

Abstract

Article Descriptors teacher-paced instruction; independent self-feeding; severely handicapped; mealtime behaviors; maintenance; school-age; partial withdrawal design This study examined the use of teacher-paced instruc tion in developing and maintaining independent selffeeding. Teacher-paced instruction involved a pro cedure that controlled the rate at which the subject was given portions of his meal. A severely retarded and physically handicapped public school student who ex hibited repetitious and inappropriate mealtime behaviors served as the subject. An ABAB design was used to evaluate treatment effects, and a partial withdrawal of treatment components was used to facilitate maintenance. The results indicated that teacher-paced instruction was effective in reducing in appropriate mealtime behavior and could be faded easily and quickly. Follow-up indicated that treatment effects were maintained.

Improved feeding ability in adults with acquired brain damage: Two case studies

“…Treatment for individuals who are willing to feed themselves but exhibit severe impulsive and rapid food consumption behaviours included paced-prompting (an applied behaviour analysis approach; Luiselli, 1988) and re-auditorization (a cognitive re-training approach) techniques (Webb, 1991). Paced-prompting as it applies to reducing the rate of food consumption can be in the form of graduated physical guidance for pausing between bites (Favell et al, 1980;Luiselli, 1988) or controlling the amount of food provided each time (Knapezyk, 1983). Knapezyk (1983) reduced the rate of food consumption for a 10-yearold boy with a severe developmental disability by controlling the rate at which small portions of food were given.…”

“…Paced-prompting as it applies to reducing the rate of food consumption can be in the form of graduated physical guidance for pausing between bites (Favell et al, 1980;Luiselli, 1988) or controlling the amount of food provided each time (Knapezyk, 1983). Knapezyk (1983) reduced the rate of food consumption for a 10-yearold boy with a severe developmental disability by controlling the rate at which small portions of food were given. Verbal cues rather than paced-prompting are commonly reported to decrease impulsive eating in people with severe ABD (Tippett et al, 1987;Cherney & Halper, 1989).…”

Teaching Independent Eating to a Developmentally Handicapped Child Showing Chronic Food Refusal and Disruption at Mealtimes

“…1984). Toreduce disruptive behaviours and resistance to certain foods such as solids, time-out procedures have been used (Barton, Guess, Garcia & Baer, 1970;Groves & Carroccio, 1971;OBrien & Azrin, 1972), although more recently punishment has been criticized as inappropriate in programes for handicapped persons, and alternative strategies urged that focus only on adaptive behaviours (See Knapczyk, 1983;Voeltz, Evans, Derer, & Hanashiro, 1984). Nevertheless, if more positive options have been tried and have failed to prevent interruptions to learning, then a mildly aversive prG cedure such as nonexclusionary time-out might be justified in a situation where inadequate diet threatens a child's physical well-being.…”

“…Such problems can result in serious nutritional inadequacy (Sobsey, 1983) and may preclude the child's involvement at normal family-style mealtimes. Teaching eating skills to handicapped children, therefore, is important both for ensuring an adequate diet and for developing independence in related motor and social skills (Knapczyk, 1983;Snell, 1978).…”