Treatments for Eating Disorders in People with Autism Spectrum Disorder: A Scoping Review
Abstract
:1. Introduction
2. Methods
2.1. Eligibility Criteria
2.2. Information Sources
2.3. Selection of Sources of Evidence
2.4. Data Charting
Data Items
2.5. Analysis
3. Results
3.1. Nutritional Intervention “Bringing Adolescent Learners with Autism Nutrition and Culinary Education” (BALANCE)
3.2. Behavioral Analytical Interventions (ABA)
3.3. Simultaneous and Sequential Presentation Mode of Food
3.4. Managing Eating Aversions and Limited Variety (MEAL) Plan
3.5. Videomodeling
3.6. Behavioral Intervention Based on Differential Reinforcement of Behavior Alternative (DRA) and Leak Quenching (EE)
3.7. Food Intervention Easing Anxiety Together with Understanding and Perseverance (EAT-UP)
3.8. Parent Training for Feeding (PT-F) Program
4. Discussion
5. Conclusions
Funding
Conflicts of Interest
References
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Author (Year) | Study Design | Aim of the Study | Sample Size | Mean Age (Sd-Range) | Outcome Measures | Follow-Up | Health. Professionals |
---|---|---|---|---|---|---|---|
Johnson et al. (2019) [65] | Clinical trial | Evaluate the effectiveness of a parent training program (PT-F) aimed at integrating behavioral strategies and nutritional guidance. | 42 | 5.1 | BAMBI-revised, Stanford–Binet Intelligence test, Mullen Scales of Early Learning, ps, treatment fidelity checklist, about your child’s eating (ayce), clinical global impression–improvement scale (cgi-i), aberrant behavior checklist (abc), home situations questionnaire (hsq), parenting stress index (psi), the parenting sense of competence (psoc) scale, caregiver strain questionnaire (cgsq) | N/A | Dietitian, therapist, and psychologist |
Sharp et al. (2019) [66] | Clinical trial | Assess the effectiveness of the meal plan (managing eating aversions and limited variety) in children with autism spectrum disorder (ASD) and moderate food selectivity. | 38 | 58.7 (±13.8; 38–88 months) | Clinical global impression–improvement scale, BAMBI | 20th week | Psychologist and dietitian |
Peterson et al. (2016) [5] | Randomized pilot study | Compare the m-sos approach with the ABA approach for treating food selectivity. | 6 | N/A | N/A | N/A | Certified occupational therapist ABA and m-sos |
Crowley et al. (2020) [14] | Case series | Evaluate the effects of an intervention based on the matching law on consuming an age-appropriate, nutritionally adequate diet. | 7 | N/A | N/A | N/A | Psychologist |
Burrell et al. (2023) [67] | Randomized pilot study | Assess the impact of child, parent, and feeding behavior characteristics on response to treatment based on the meal plan. | 19 | N/A | Social communication questionnaire (scq)—lifetime, demographic form, ADOS, Stanford–Binet Intelligence Scales—fifth edition, differential ability scales—second edition (das-ii), Mullen Scales of Early Learning, parent/caregiver form of the vineland ii, BAMBI, clinical global impression–improvement scale (cgi-i), aberrant behavior checklist (abc) | 1/2 months | Psychologist and dietitian |
Hillman (2019) [15] | Case series | Evaluate the effects of video modeling in a home setting on food selectivity | 3 | 4.7 (3–4) | N/A | 5 months | Occupational therapist |
Taylor et al. (2017) [20] | Clinical trial | Compare the effectiveness of applied behavior analytic interventions in addressing feeding difficulties and tube dependency in children with ASD and cerebral palsy. | 25 | 69.53 (±30.69; 20–148) months | Children’s eating behavior inventory (cebi) | N/A | Pediatrician, gastroenterologist or nurse, behavioral therapist or psychologist, dietitian, and oral motor therapist (occupational therapist or speech therapist) |
Peterson et al. (2019) [68] | Randomized controlled trial | Assess the effects of an ABA-based intervention on independent acceptance and mouth clearing of healthy, novel, and non-preferred foods | 6 | 3.3 (±0.82) | N/A | N/A | ABA therapist |
Kuschner et al. (2017) [32] | Pilot study | Evaluate the efficacy of the buffet cognitive-behavioral treatment for food selectivity in children with ASD | 11 | N/A | Social communication questionnaire, differential abilities scales-ii, client satisfaction questionnaire (csq-8), | 4 and 12 weeks | Doctor, nurse, occupational therapist, nutritionist, psychologist, dietitian, social worker |
Seiverling et al. (2018) [21] | Case series | Compare a behavioral feeding intervention with and without pre-meal sensory integration therapy (sit). | 2 | 6.5 (5.2–6.1) | Child sensory profile-2 (csp-2), | 2 months | SLT, OTR/L, dietitian, feeding therapist (certified behavior analyst), registered behavioral technician, psychologist |
Turner et al. (2020) [22] | Case series | Examine the effects of a response-shaping procedure using a wide set of rotating foods and a small set of consistent foods on food acceptance. | 2 | 6 (±0) | N/A | N/A | N/A |
Levin et al. (2001) [23] | Case series | Evaluate the effects of the presence or absence of positive reinforcement on the effectiveness of feeding interventions for children with ASD and food selectivity. | 3 | N/A (5–7) | Stanford–Binet Intelligence Scales | N/A | Special education teachers, nutritionists, experimenters, university research assistants (primary observers), and authors |
Taylor (2020) [39] | Case series | Demonstrate the effectiveness of non-removal of the spoon and physical guidance in increasing food consumption and reducing inappropriate mealtime behaviors. | 2 | N/A (4–5) | N/A | 1.5–3 years | Psychologists, MD |
Sharp et al. (2014) [69] | Pilot randomized controlled trial | Describe and assess the feasibility and content of the autism meal plan program and study protocol. | 19 | Experimental: 70.8 (±20.5; 36–104); control: 64.8 (±16.9; 45–94) (months) | Social responsiveness scale (srs), food preference inventory (fpi), BAMBI, the parenting stress index-short form (psi-sf), social validity, and parent perception of improvement. | N/A | Pediatric psychologist |
Silbaugh et al. (2019) [24] | Case series | Evaluate the generalizability of the high-probability sequence (hps) by applying it to feeding interventions. | 3 | 5 (±1; 4–6) | Feeding questionnaire stimulus preference assessments (spas), hierarchical feeding compliance assessments (hfca), reinforcer assessments (ra), general questionnaire administration, mealtime journal, and semistructured mealtime observation. | N/A | N/A |
Marshall et al. (2015) [70] | Randomized controlled trial | Determine whether operant conditioning (oc) or systematic desensitization (sysd) leads to improvements in food variety and reductions in problematic mealtime behaviors. | 68 | Experimental: 50.1 (±12.4); control: 50.6 (±10.5) (months) | Parent evaluation of developmental milestones—assessment version (peds-dm), Behavioral Pediatrics Feeding Assessment Scale (BPFAS), eyberg child behavior inventory (ecbi), parenting stress index-short form (psi-sf) | 3 months | “pediatrician, psychiatrist, speech therapist, occupational therapist, psychologist, and nutritionist” |
Laud et al. (2009) [49] | Clinical trial | Evaluate the outcomes of a behavioral treatment program within an interdisciplinary feeding program. | 46 | 69 (36–145 months) | Children’s eating behavior inventory (cebi), caregiver satisfaction scores | 40 months | Gastroenterologist, pediatrician, nurse, nutritionist, occupational therapist and/or speech therapist, and social worker |
Fu et al. (2015) [51] | Case series | Assess the effectiveness of contingency affirmation and modeling in increasing food consumption in children with food selectivity. | 2 | N/A (9–10) | N/A | 4 and 8 weeks | Feeding therapists, ABA interns, and treatment authors |
Panerai et al. (2018) [25] | Clinical trial | Present the results of a multidisciplinary, intensive, day-treatment behavioral feeding program for children with ASD and intellectual disabilities (id). | 8 | N/A | BAMBI-18, psychoeducational profile third edition (pep-3), autism diagnostic interview-revised o ados o autism rating scale-second edition | 1 year | Multidisciplinary team, ABA-qualified therapist, speech therapist, nutritionist, psychologist or psychotherapist, and feeding therapists |
Ulloa et al. (2020) [57] | Pilot study | Evaluate the effects of omission and commission errors on the effectiveness of differential reinforcement of alternative behavior (dra) intervention with escape extinction. | 3 | N/A (3–5) | N/A | N/A | “interdisciplinary team composed of behavior analysts, pediatrician, nurse, nutritionist, occupational therapists, speech therapists, and social worker.” |
Paul et al. (2007) [52] | Case series | Evaluate the effects of repeated food exposure on increasing food variety. | 2 | N/A (3.5–5) | N/A | 3 months | N/A |
Vandalen and Penrod (2010) [47] | Case series | Compare sequential and simultaneous presentation methods without escape extinction for treating food selectivity, and assess generalization and maintenance of food consumption. | 2 | N/A (4–5) | N/A | 2–4–6–12 weeks | N/A |
Penrod and VanDalen (2010) [27] | Case series | Conduct a sequential analysis of intervention components: bite presentation, reinforcement importance, and escape prevention. | 3 | N/A (3–4) | Satisfaction questionnaire for the parents | 2–4–6–12 weeks | Therapist |
Russo et al. (2019) [26] | Case series | Assess the effectiveness of a treatment package to increase food consumption and decrease (or maintain low) latency to consumption using differential reinforcement of alternative behavior, choice as an antecedent strategy, and escape extinction. | 2 | 17 | N/A | 12 weeks | N/A |
Penrod and Vandalen (2010) [27] | Case series | Evaluate whether sequential and simultaneous exposure procedures increase preference for non-preferred foods (npfs). | 3 | N/A (4–5) | N/A | N/A | N/A |
Burton et al. (2021) [28] | Case series | Demonstrate the use of the fbt + up approach to treat arfid in children with ASD in a clinical setting. | 2 | N/A (6.1–11.5) | Up-c parent modules | N/A | Dietitian, psychologist, speech therapist, medical team |
Miyajima et al. (2017) [53] | Clinical trial | Develop and evaluate a new parent intervention program aimed at improving selective eating behaviors in children with ASD. | 23 | N/A (3–6) | A visual analog scale (vas), self-efficacy assessment for parents of children with selective eating (saps) scale | N/A | Occupational therapist |
Harpster et al. (2015) [33] | Pilot study | Apply the engagement–communication–exploration (ece) intervention during snack time to promote food exploration, consumption, and social engagement in young children with ASD. | 6 | N/A (3–4) | Frequency questionnaire (FFQ), BAMBI | N/A | A team of occupational therapists, kindergarten teachers, graduate students, and independent observers |
Buro et al. (2022) [54] | Clinical trial | Examine the feasibility of implementing the virtual nutritional intervention bringing adolescent learners with autism nutrition and culinary education (balance). | 27 | 15 (12–20) | Food frequency questionnaire (FFQ), physical activity screener (pas), demographic questionnaire and the autism behavior inventory—short form (abi-s), block kids FFQ, psychosocial survey and FFQ + pas | N/A | Nutritionist |
Gale et al. (2011) [29] | Case series | Analyze the mealtime behavior of three children with ASD to develop individualized interventions based on functional assessment results. | 3 | N/A (30–52) | Icd-10, Autism diagnostic interview—revised (adi-r) | 4/5 months | Family doctor, ABA tutor, first author, and second observer |
Flanagan et al. (2021) [30] | Case series | Evaluate the effectiveness of contingency modeling in increasing food consumption in three children with ASD and food selectivity. | 3 | 9.1 (6–10) | Communication domain of the vineland adaptive behavior skills—3rd edition | N/A | Experimenter |
Seiverling et al. (2020) [50] | Clinical trial | Examine changes in children’s mealtime behavior, diet variety, and family dynamics after an intensive interdisciplinary behavioral treatment (iibt) for feeding problems. | 16 | 52.56 months | About your child’s eating scale (ayce), BAMBI | N/A | Interdisciplinary team, including a speech therapist, dietitian, psychologist, pediatric nurse, pediatric gastroenterologist, and behavioral therapists |
Buro et al. (2022) [60] | Clinical trial | Optimize a theoretical framework based on social cognitive theory (sct) for the virtual balance nutritional education intervention. | 27 | N/A (12–21) | N/A | N/A | Nutritionist |
Buro et al. (2021) [61] | Clinical trial | Examine the acceptability, perceived benefits, and unintended consequences of the virtual implementation of the balance program. | 27 | N/A (12–21) | N/A | N/A | Nutritionist |
Cihon et al. (2021) [40] | Clinical trial | Evaluate the impact of the virtual balance food education program on healthy food consumption in adolescents and young adults with ASD. | 3 | N/A (5.5–11) | Social skills improvement system (ssis) | N/A | First author (educator and behavior analyst) and research assistant |
Suarez and Bush (2020) [34] | Case series | Assess the feasibility and preliminary efficacy of the Autism Eats program to improve food intake and mealtime behaviors in children with ASD. | 4 | N/A (2–13) | Short sensory profile 2 (ssp2) | N/A | Occupational therapist and first author |
Najdowski et al. (2010) [41] | Case series | Evaluate the adaptation and implementation of a nutritional program for children with ASD and their parents. | 3 | N/A (2–4) | A brief version of a psq developed by Hoch, Babbitt, Coe, Krell, and Hackbert (1994). | 2, 4, 6, and 12 weeks | Primary researchers, 2 independent observers, therapists, and researchers |
Thorsteinsdottir et al. (2022) [71] | Randomized contolled trial | Analyze the effects of oral motor work in children with ASD and food selectivity and assess whether an additional home-based program by an occupational therapist reduces parental concerns. | 7 | N/A (8–12) | Questionario meals in our household-mioh | 6 months | Psychologist, nutritionist, 4 taste educator assistants |
Chung et al. (2020) [42] | Clinical trial | Develop and evaluate a group intervention for individuals with ASD to increase healthy food consumption, particularly examining pre-meal presentation effects on vegetable consumption in a school setting. | 56 | 10.7 (±2.2; 8–15) | Diagnostic and statistical manual of mental disorders: 5th edition, BAMBI, habitual fv consumption | N/A | Research staff |
Zhou et al. (2023) [43] | Case series | Examine whether improvements from a behavioral intervention are maintained when parents continue the program at home and during meals outside the home. | 4 | N/A (4.8–10.5) | N/A | N/A | A total of 4 primary research assistants (2 special education teachers and 2 certified behavior analysts—bcba), doctoral-level bcba researchers (bcba-d) |
Davis et al. (2023) [44] | Case series | Provide written instructions for video modeling, along with tips and feedback, to train parents in applying structured meal procedures. | 3 | N/A (6–13) | N/A | N/A | Bcba therapists, school staff trained in ABA techniques and cpr, and nurses |
Kral et al. (2023) [72] | Clinical trial | Evaluate the effectiveness of video modeling of contingencies combined with direct contingency exposure in treating food selectivity. | 38 | Experimental: 8.9 ± 1.2; control: 8.4 ± 1.4 | Digital scale (seca 876), portable stadiometer (seca 217), short-form sensory profile | 3 months | Research staff |
Buro et al. (2023) [62] | Clinical trial | Test the initial effectiveness, feasibility, and acceptability of a parent-based weight management intervention for children with ASD (pbt-ASD). | 27 | 15 (12–19) | N/A | N/A | Nutritionist |
Buro et al. (2022) [35] | Pilot study | Investigate the effects of a preventive program using repeated vegetable exposure on preschool children with ASD without severe food selectivity. | 27 | N/A | Block kids 2004 food frequency questionnaire (FFQ), physical activity screener (pas), sct-based survey developed and evaluated, online survey platform-qualtrics, the block kids pas (nutrition-quest), a digital bathroom scale (letsfit eb5636 h, letsfit), e autism behavior inventory—short form | N/A | Nutritionist |
Gray et al. (2022) [73] | Pilot randomized controlled trial (RCT) | Conduct a follow-up study on the eat-up pilot intervention previously completed by the same authors. | 48 | N/A | BAMBI, cfq, portable stadiometer (seca 213), digital weight scale (tanita wb-800 as), nhanes anthropometry procedures manual | 5 months | Staff and research assistants |
Manzanarez et al. (2021) [36] | Pilot study | Evaluate the efficacy of a family-centered feeding intervention, easing anxiety together with understanding and perseverance (eat-up), in promoting food acceptance in children with ASD in home settings. | 50 | N/A | N/A | N/A | Cadd psychologists, knf coordinator, program coordinator, 1 promoter, 1 ABA therapist, and 3–4 volunteers |
Khan et al. (2021) [45] | Clinical trial | Conduct a parent training program for children with ASD focusing on integrating behavioral strategies and nutritional guidance (PT-F) to assess feasibility and initial effectiveness. | 15 | N/A | The Com deall Oro Motor Assessment Scale, Behavioral Pediatric Feeding Assessment scale | N/A | Occupational therapist |
Ivy et al. (2022) [58] | Pilot study | Evaluate the effectiveness of different combinations of redistribution, swallowing facilitation, and packaging reduction in two children with ASD. | 16 | 13 | Healthy eating survey, step-child | N/A | A total of 41 school collaborators, researchers, behavior analysts, second independent observers |
Taylor et al. (2021) [16] | Case series | Assess the effects of an antecedent-based intervention on increasing food consumption in two children with ASD and food selectivity. | 20 | 6 | 2.3 years | Therapist (first author), qualified assistant, doctor | |
Clark et al. (2020) [31] | Case series | Evaluate the effects of individualized reinforcement and hierarchical exposure on increasing food flexibility in three children with ASD with rigid and restrictive mealtime behaviors. | 3 | N/A (3–6) | N/A | N/A | Experimenter, observer |
O’Connor et al. (2020) [19] | Case series | Analyze a treatment package based on repeated taste exposure, escape extinction, and fading demands to increase acceptance of various foods in three children with ASD and food selectivity. | 3 | N/A (5–12) | N/A | N/A | Research staff |
Matheson et al. (2019) [37] | Pilot study | Test the effectiveness of sequential and simultaneous exposure procedures on increasing preference for non-preferred foods (npfs). | 20 | 9.90 (±2.31; 6–13) | Block food frequency questionnaire, finish leisure time physical activity questionnaire | N/A | Clinical psychologist (kb) |
Kim et al. (2018) [46] | Clinical trial | Present the application of the fbt + up approach for treating arfid in children with ASD in clinical settings. | 27 | 4.42 ± 0.50 (experimental); 4.04 ± 1.02 (control) | N/A | N/A | Therapists, assistants, and first author |
Muldoon and Cosbey (2018) [64] | Case series | Investigate the effects of a taste education program on reducing problematic mealtime behaviors in children with ASD. | 3 | N/A (3–5) | BAMBI, BPFAS | N/A | Behavioral technicians (rbt), first author, behavior analyst, and speech therapist |
Cosbey and Muldoon (2017) [59] | Case series | Assess the effects of the physical transformation of fruits and vegetables into snacks to improve sensory approval in children with ASD. | 3 | N/A (6–8) | BAMBI, FFQ, BPFAS | 6 months | Researchers with expertise in speech therapy and behavioral analysis (ABA approach) |
Johnson et al. (2015) [38] | Pilot study | Evaluate the feasibility and effectiveness of a self-control training program to reduce food-stealing behaviors. | 14 | 4 (N/A) | BAMBI, ados, cognitive assessment, psq, treatment fidelity checklist, aberrant behavior checklist (abc), parenting stress index (psi)-short form, 3-day food records (3 dfrs) | N/A | Certified ABA-qualified therapist |
Levin et al. (2014) [55] | Case series | Compare two food presentation methods (simultaneous and sequential) in an alternating treatment design to determine effects on target food consumption in three children with ASD in a school setting. | 2 | 4 (N/A) | N/A | 2, 4, and 6 | Aba therapists, psychologists, behavior analysts, observers |
Penrod et al. (2012) [56] | Case series | Test the initial effectiveness of a healthy nutritional intervention on improving the consumption of healthy foods/beverages (fruits, vegetables) and reducing unhealthy options (sweets, sugary drinks) in children with ASD. | 2 | N/A (9–10) | N/A | 3, 6, and 12 weeks | Researchers and independent observers |
Koegel et al. (2012) [17] | Case series | Examine the acceptability, perceived benefits, and unintended consequences of implementing the balanced nutritional intervention in a virtual environment for adolescents with ASD. | 3 | N/A (6.4–7.8) | N/A | N/A | Psychologist, supervised by a psychiatrist |
Seiverling et al. (2012) [18] | Case series | Investigate the impact of the balance virtual food education program on healthy food intake in adolescents and young adults with ASD. | 3 | N/A (4–8) | N/A | Weekly | Researchers |
Author (Year) | Intervention Type | Intervention Durations | Results |
---|---|---|---|
Johnson et al. (2019) [65] | Pt-f | 20 weeks; 11 sessions of 60–90 min | This study provides evidence of feasibility, satisfaction, and fidelity in implementing PT-F for feeding problems in young children with ASD. |
Sharp et al. (2019) [66] | Meal | 16 weeks; 10 base sessions and 3 additional sessions (N/A) | For the meal plan, dropout rates were <10% and participation was >80%. Therapists achieved fidelity > 90%. On the cgi-improvement scale, positive response rates were 47.4% for the meal plan and 5.3% for parent education (p < 0.05). |
Peterson et al. (2016) [5] | ABA | N/A; 3 sessions/week. Maximum 12 sessions for m-sos and 19 for ABA of 1.5 h | Target food consumption improved for children undergoing ABA treatment but not for those following the m-sos program. |
Crowley et al. (2020) [14] | Others | N/A; 2–5 sessions/week, meals from 1 to 4/day (N/A) | When given a choice between a resistant-to-change food and an alternative food (free-choice condition), participants predominantly chose the resistant-to-change food, with few exceptions. Consumption of resistant foods occurred almost exclusively in the free-choice condition due to a long history of producing multiple sources of automatic reinforcement, while no programmed reinforcement was available for consuming alternative foods. |
Burrell et al. (2023) [67] | Meal | 12 weeks; 10 sessions of 90 min | Higher maternal education and greater baseline communication skills in the child were associated with a positive treatment response. Improvements in table manners and reductions in disruptive mealtime behaviors contributed to treatment success. Results also suggest that the individually delivered meal plan offers greater flexibility compared to group-based intervention for some parents. |
Hillman (2019) [15] | Video modeling | N/A; 4–6 and 8 individual evaluation sessions, | No statistical significance was observed for the results of the evaluation scales. |
Taylor et al. (2017) [20] | ABA | 10 years; (N/A); (N/A) | Video modeling alone led to increased food acceptance among participants; when reinforcement was added, food acceptance levels increased for all three participants in terms of the number of bites. |
Peterson et al. (2019) [68] | ABA | N/A; 1 session/week (increased to 3 per week for 2 children) of 1.5 h | The behavioral treatment components were similar between groups and primarily consisted of escape extinction (e.g., non-removal of the spoon) and differential reinforcement. For both groups, behavioral treatment was equally effective in increasing gram consumption and reducing refusals and negative vocalizations. Both groups achieved a high percentage of individualized goals and reported high caregiver satisfaction. |
Kuschner et al. (2017) [32] | Buffet | 16 weeks; 1 session/week of 90 min | The percentage of independent acceptance and mouth clearing increased for the ABA intervention group, with an addition of 16 foods consumed, but not for the waitlist control group until the intervention was implemented. |
Seiverling et al. (2018) [21] | Sensory integration | N/A; 4 sessions/day of 20 min, with 45 min rest between sessions | All parents of children who participated in the buffet program reported being very satisfied; however, only half indicated that their therapeutic needs were fully addressed. Data analysis also revealed that children preferred hands-on and individualized exposure activities over psychoeducational activities. |
Turner et al. (2020) [22] | Response Modeling | N/A; up to 79 sessions, 2 sessions/day (N/A) | For both participants, food and beverage consumption and total intake increased to similar levels, with a decrease in inappropriate mealtime behaviors (imb) in both conditions. The sit condition was subsequently discontinued, but both participants continued to exhibit high levels of consumption and low levels of imb during a non-sit phase. Caregivers of both participants were then trained in the behavioral feeding intervention. Follow-up data were collected for only one participant. |
Levin et al. (2001) [23] | Others | N/A; at least 11 total sessions (N/A) | For one participant, the two procedures were similar in terms of efficiency, although, in the broad-set condition, many more foods were consumed. For the other participant, the training succeeded in increasing some acceptance behaviors (e.g., placing food in the mouth) but not in the consumption of a large variety of new foods. |
Taylor (2020) [39] | Others | 15–21 days; (N/A); about 8 h | Participants exhibited significantly more problematic behaviors during the non-preferred food condition. Target non-preferred foods were consumed only after access to preferred foods, when food was restricted, and when a positive reinforcement contingency was implemented. The functional analysis also suggested that problem behaviors were maintained by negative reinforcement. |
Sharp et al. (2014) [69] | Meal | N/A; 8 group sessions of 1 h | Admission goals were achieved. For both participants, a >98% reduction in latency to acceptance, a 100% reduction in inappropriate mealtime behaviors, and a 100% increase in food consumption were observed. Food variety increased to over 85 foods with regular textures. Caregivers were trained in the procedure’s implementation, and the protocol was generalized to schools and communities. Results were maintained at 3 and 1.5 years. |
Silbaugh et al. (2019) [24] | Hps | N/A; 1–3 sessions/day, 2–3 days/week (N/A) | The hps (high-probability teaching sequence) did not improve the feeding responses of children undergoing the treatment program. |
Marshall et al. (2015) [70] | Operational conditioning | 10 weeks or 1 week; 10 sessions over 10 weeks, or intensive mode in 1 week (N/A) | No statistically significant differences were found in the outcomes between the oc and sysd intervention groups from baseline to the 3-month follow-up. Clinically significant differences were greater for the oc group. |
Laud et al. (2009) [49] | N/A | 47 days; about 10 sessions (N/A) | A retrospective graphical analysis indicated that these children were successfully treated, and follow-up data suggest that improvements were maintained even after the program ended. |
Fu et al. (2015) [51] | Contingent modeling | N/A; 3–4 sessions, twice a week (N/A) | Consumption modeling alone was insufficient to increase food intake and decrease inappropriate mealtime behaviors. These results suggest that asserting and modeling the consequences of a behavior, rather than just modeling the behavior itself, is more likely to lead to imitation, i.e., consumption. Dr modeling for consumption was not as effective but succeeded in increasing the consumption of two out of three foods for one participant. Dr and nrs models were found to be more effective at increasing food intake compared to dr modeling alone. |
Panerai et al. (2018) [25] | N/A | 10 weeks; 3 sessions/day of 10–15 or 30 min | Statistically significant differences were found between pre-treatment, post-treatment, and follow-up, with a decrease in problem behaviors during treatment, an increase in body weight, an improvement in chewing effectiveness, and an increase in food variety (both type and texture). Non-parametric statistics were used. Intragroup comparisons were made using the Wilcoxon test, and statistical significance was set at p < 0.05. Intergroup comparisons were made using the Mann–Whitney u test, with statistical significance set at p < 0.05. Effect sizes were calculated using Cliff’s delta. Finally, for frequency data, the chi-square test was used (p < 0.01). |
Ulloa et al. (2020) [57] | DRA and EE | N/A; 10–12 sessions/day, 5 sessions/week of 5 m33 s | For one participant, integrity errors became detrimental to treatment when integrity levels were reduced to 40%. For the other two participants, tangible contingencies, attention, and escape extinction remained effective despite being implemented with low integrity. This preliminary demonstration suggests that behavioral interventions for pediatric feeding refusal remain effective despite significant degradation in treatment integrity. |
Paul et al. (2007) [52] | N/A | 13–15 days; (N/A); (N/A) | This study demonstrated the effectiveness of the combined intervention of repeated taste exposure and escape prevention for treating severe food selectivity. For the tasting sessions, data were collected based on the time spent before consuming the food portion and the number of foods that met the criterion of a full spoon (up to 89% for one participant, and between 72 and 100% for the other, during generalization sessions), as well as the number of sessions needed to meet this criterion. Data were also recorded based on the frequency of inappropriate behaviors during each session and calculated as the percentage of occurrence per total number of trials (decreased from 68% to 14%). |
Vandalen and Penrod (2010) [47] | Simultaneous and sequential presentation | N/A; 2 assessment sessions and 1 session/day, 2–3 days/week of 30–45 min | Although the results for two participants indicated that both methods of presentation led to increased levels of acceptance and consumption of non-preferred foods, when combined with an escape extinction procedure, observations suggested that participants preferred consuming foods when presented sequentially. |
Penrod and VanDalen (2010) [27] | N/A | N/A; 1 session/day every day of the week of 30 min | It has been shown that treatment packages that include differential reinforcement of alternative behavior (dra) and escape prevention, in the form of a non-removal of the spoon procedure, result in increased food consumption. However, when these treatment components are introduced simultaneously, it is not possible to determine which component(s) are responsible for the behavioral change. For two participants, food consumption did not increase until escape prevention was introduced. For one participant, food consumption increased after the reinforcement magnitude was increased (escape extinction was unnecessary). Results were maintained at a 12-week follow-up for all participants. |
Russo et al. (2019) [26] | DRA and EE | N/A; (N/A); (N/A) | The results demonstrated that the treatment package consisting of antecedent choice, differential reinforcement of alternative behavior, and escape extinction increased both food consumption and the variety of foods consumed for each of the participants. Additionally, the use of a changing-criterion design provided a systematic method to increase bite consumption per meal for each participant. |
Penrod and Vandalen (2010) [27] | Simultaneous and sequential presentation | N/A; 2–3 sessions/week of 30 min | Neither of the two presentation methods (simultaneous and sequential) proved effective in increasing food consumption; consequently, both presentation methods were combined with escape prevention. After the introduction of this procedure, food consumption increased in both conditions. |
Burton et al. (2021) [28] | N/A | Case 1: 8 months; Case 2: 7 months; 24–29 sessions of 15–50 min | It has been shown that treatment packages, including differential reinforcement of alternative behavior (dra) and escape prevention, in the form of a non-removal of the spoon procedure, lead to increased food consumption. However, when these treatment components are introduced simultaneously, it is not possible to determine which component(s) are responsible for the behavioral change. For two participants, food consumption did not increase until escape prevention was introduced. For one participant, food consumption increased after the magnitude of reinforcement was increased (escape extinction was unnecessary). Results were maintained at a 12-week follow-up for all participants. |
Miyajima et al. (2017) [53] | N/A | 2 months; 2 sessions of 40 min | Significant differences were observed in the level of difficulty perceived by parents, their sense of self-efficacy, the number of recommendations they provided, their view of the degree of food imbalance, and the number of food products consumed by their children, before and after the intervention. |
Harpster et al. (2015) [33] | Ece | 5 weeks; (N/A); (N/A) | In this pilot study, children improved their social initiation rates (3/6), social responses (2/6), and food exploration (4/6). No significant changes were observed in the FFG or bambic from baseline to post-intervention. Therefore, half of the children benefited from the treatment, particularly in terms of social competence. |
Buro et al. (2022) [54] | Balance | 8 weeks; 1 session/week of 45 min | The virtual implementation of the balance program was evaluated as feasible, with 88% attendance, high participation (3.5 out of 4), 52% completion of tasks, 99% fidelity, and no major technical difficulties. A total of 93% of participants completed all eight sessions. However, field data indicated that some adolescents were distracted by other devices during treatment sessions. This program aimed to engage adolescents with autism in nutrition and culinary education. |
Gale et al. (2011) [29] | Others | N/A; 51 total sessions, 2 sessions/day baseline, 5 sessions/day treatment of 10 min | In the current study, the fao provided more detailed information than the fai. However, the fai proved to be more essential for identifying feeding problems. Therefore, both the fai and fao were necessary to identify the goal, intervention methods, and the most appropriate objectives. |
Flanagan et al. (2021) [30] | Contingent modeling | N/A; 3–4 sessions/day of 5 min | Participants initially showed positive results when reinforcement was contingent on consuming all target foods on the plate. However, during treatment sessions, this contingency became ineffective for two participants, leading to the introduction of the spoon non-removal modeling technique, which increased food consumption for both participants. |
Seiverling et al. (2020) [50] | Iibt | 2–8 weeks; 4 sessions/day, mon-fri of 45 min | All outcomes of this feeding program, except for fruit acceptance, showed significant improvements from pre- to post-intervention. Current results suggest that iibt is effective in improving feeding behaviors in many children, regardless of their developmental or medical status. |
Buro et al. (2022) [60] | Balance | 8 weeks; 1 session/week of 45 min | The results suggest that future versions of balance intervention should incorporate sdt (self-determination theory, based on three constructs: self-regulation, autonomy and support, and the social environment) to enhance the intrinsic motivation of adolescents to make healthy food choices. The optimized framework could inform future virtual nutrition education programs for this population. |
Buro et al. (2021) [61] | Balance | 8 weeks; 1 session/week of 45 min | The results suggest that the virtual implementation of balance was acceptable to adolescents with ASD and their parents. Based on participant feedback, many adolescents with ASD could benefit from small-group interventions, and virtual interventions offer a convenient option for some adolescents and parents. |
Cihon et al. (2021) [40] | Aba | N/A; 1 session/day for max 5 days/week of 10 min | All three participants began selecting ilp foods (initially low preference) only after the intervention was introduced. However, the results varied among the three participants. |
Suarez and Bush (2020) [34] | Just right challenge | 12 weeks; 1 session/week of 60 min | After a latency period following treatment, five out of seven children accepted a significantly larger amount of food. These five children each had sensory profiles indicating possible sensory hyperreactivity. There was a statistically significant increase from baseline to the last treatment session in the average number of foods in the group’s inventory. The just right challenge feeding protocol is, therefore, a promising treatment for increasing food acceptance in some children with food selectivity and sensory hyperreactivity (p = 0.018). |
Najdowski et al. (2010) [41] | Dra e ee | N/A; 2–7 sessions/week of up to 30 min | This study demonstrated that mothers trained to implement dra (differential reinforcement of alternative behavior) combined with nrs (non-removal of the spoon) and demand reduction could be effective in increasing the consumption of non-preferred foods by their children and decreasing inappropriate mealtime behaviors. The accuracy of data collection by parents, the generalization of data on the consumption of non-target foods by the child, and the maintenance of results during follow-up evaluations were also assessed. |
Thorsteinsdottir et al. (2022) [71] | Taste education | 7 weeks; 2 parent sessions of 2 h; 6 cooking sessions of 90 min | Overall, the results suggest that the taste education program is promising as a brief, non-invasive, simple, and effective intervention. The findings also indicate that taste education methods can reduce parental concerns about children’s diets by providing simple tools. Further studies are warranted to explore these promising results (p = 0.002). |
Chung et al. (2020) [42] | N/A | 4 weeks; 3 sessions/week of about 1 h | Acceptance and habitual consumption of fruits and vegetables (fv) were assessed pre- and post-intervention. Results showed an increase in the consumption of fresh foods among children with ASD, with a significant increase only for bananas (from 55.3 to 78.0 g, p < 0.05). Physical changes to food may improve sensory processing in children with ASD, promoting fv acceptance and increasing habitual fv consumption. |
Zhou et al. (2023) [43] | N/A | N/A; (N/A); (N/A) | The intervention reduced food-stealing episodes through self-control techniques, such as replacement behaviors using say-do correspondence training. Findings support this training as an effective, educational, and socially acceptable solution to food stealing in children with ASD and other developmental disorders. This study extends the applicability of say-do correspondence training to address problematic behaviors in community settings. |
Davis et al. (2023) [44] | Simultaneous and sequential presentation | N/A; 2–4 sessions/day for 3–4 days/week of 10 min | Results showed the effectiveness of sequential presentation for preferred and non-preferred foods without requiring escape extinction techniques. Further research comparing sequential versus simultaneous food presentation is needed due to limited direct comparisons and mixed findings on their relative effectiveness. |
Kral et al. (2023) [72] | M-health | 3 months; (N/A); (N/A) | While no significant group-by-time interactions were found for primary outcomes (p > 0.25), there was a significant main effect of time for fv intake (p = 0.04), with both groups consuming more fv at 3 months (2.58 ± 0.30 servings/day) compared to baseline (2.17 ± 0.28 servings/day, p = 0.03). Children with low baseline fv intake and high technology engagement increased fv intake by 1.5 servings/day (p < 0.01). The intervention did not yield significant group differences, but future research should expand its impact across a broader range of foods and children with ASD. |
Buro et al. (2023) [62] | Balance | 8 weeks; 1 session/week; virtual mode of 15–40 min, focus group: 12 sessions of 45 min | The virtual balance intervention was well-received, with adolescents and parents reporting comfort with the format and interactive group setting. Participants noted improvements in psychosocial determinants of dietary intake, including knowledge and self-efficacy (p < 0.001). Further quantitative research is needed to examine behavioral outcomes. |
Buro et al. (2022) [35] | Balance | 8 weeks; 1 session/week of 45 min | Average sugar intake decreased (p = 0.026), and behavioral strategies (p = 0.010), self-efficacy (p < 0.001), and outcome expectations (p = 0.009) improved. However, no changes were observed in fv intake or other psychosocial determinants. The balance intervention may improve dietary behaviors in adolescents and young adults with ASD. |
Gray et al. (2022) [73] | Autism eats | 5 months; 10 sessions/week (N/A) | A novel integrated approach within early intervention (ei) services mitigated mealtime problems and promoted healthy eating habits in children with ASD. The “autism eats” program provides a unique opportunity to support young children and their families through sustainable interventions. |
Manzanarez et al. (2021) [36] | N/A | 8 months; 6 sessions/week of 90 min | Among the 50 participants, 38% attended initial sessions, and 26% completed the program. Families and staff expressed satisfaction, with parents reporting increased physical activity and fv intake in their children. Family-centered nutritional programs may positively influence eating behaviors in children with ASD and provide important insights for evidence-based practices. |
Khan et al. (2021) [45] | N/A | 1.5 years; 10 total sessions, 2/week of 20–30 min | Post-intervention results using the “com deal” oral-motor scale showed reduced problem scores and improved oral-motor skills. Structured and continuous oral-motor therapy also enhanced parents’ understanding of feeding difficulties in children with ASD. |
Ivy et al. (2022) [58] | N/A | 2 months; (N/A); 4 min | During baseline sessions, vegetable consumption was low but following the implementation of pre-meal presentation (pmp), consumption increased in 9 out of 16 participants. Pmp is a simple, cost-effective procedure suitable for group settings over extended periods. |
Taylor et al. (2021) [16] | N/A | 2–4 weeks; 6 sessions/week (average 11 sessions) of 7–8 h | All children met the therapeutic goals set at the start of treatment, consuming an average of 92 different foods and improving their eating and drinking behaviors. Clinically and statistically significant differences were maintained over a 2.3-year follow-up. Parents trained during the program successfully continued treatment at home. |
Clark et al. (2020) [31] | Video modeling | 8–10 weeks; 2 sessions/week of 1 h | Written instructions, video modeling, in vivo prompts, and feedback effectively trained parents to implement a structured meal procedure for addressing food selectivity in children with ASD. These findings suggest that clinicians could start training with written and video models, providing in vivo prompts and feedback as needed. |
O’Connor et al. (2020) [19] | Video modeling | N/A; 3 sessions/day, 3 days/week of 1–10 min with 3–10 min breaks | Video modeling (vm) combined with differential reinforcement (dr) exposure increased food consumption. Direct exposure to reinforcement was necessary for effective intervention. Participants improved in food acceptance and consumption, meeting mastery criteria for target foods. |
Matheson et al. (2019) [37] | Team-up | N/A; 16 total sessions of 1 h | Nearly two-thirds of participants attended at least 80% of treatment sessions. Parents reported high satisfaction, and children showed weight loss, increased physical activity, and vegetable consumption. Pilot data support the initial efficacy of the team-up program. |
Kim et al. (2018) [46] | N/A | 6 months; 4 sessions/week for a total of 96 of 5–10 min | Significant differences were observed in vegetable consumption (p < 0.05), but not in overall nutritional intake during regular meals. |
Muldoon and Cosbey (2018) [64] | Eat-up | 6 months; 3 sessions of 50 min | All children showed increased food acceptance and diversity, with reduced behavioral difficulties. Caregivers reported decreased problem behaviors during meals. Procedural fidelity improved among behavioral technicians and parents during the eat-up intervention. |
Cosbey and Muldoon (2017) [59] | Eat-up | 5 months; 5–6 base sessions, 9–21 coaching sessions (N/A) | All children demonstrated increased food acceptance (effect size > 0.90) and dietary diversity, with reduced problem behaviors. |
Johnson et al. (2015) [38] | Pt-f | 16 weeks; 9 sessions of 60–90 min | Results support the feasibility and initial effectiveness of the PT-F program for children with ASD and feeding issues. |
Levin et al. (2014) [55] | N/A | N/A; 2–5 sessions/day of 30–45 min | Findings highlight the success of the “packaging” treatment for children with ASD and feeding difficulties. |
Penrod et al. (2012) [56] | N/A | N/A; 10 and 14 sessions of 12–15 min | The intervention was implemented without escaping extinction and effectively increased food consumption in both participants. |
Koegel et al. (2012) [17] | N/A | 22 weeks; 4 sessions/week of 1 h | The study demonstrated increased flexibility and willingness to try new foods in response to an intervention combining individualized reinforcement with hierarchical food exposure. |
Seiverling et al. (2012) [18] | N/A | N/A; about 20 tasting sessions/day, 1 meal every 10 sessions of about 10 min | Parent training improved parental performance, while children showed increased food acceptance and decreased disruptive behaviors. Parents reported an increase in the number of foods their children ate after the intervention and positively evaluated the training and feeding intervention. |
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Simeon, R.; Galeoto, G.; Cracolici, S.; Panuccio, F.; Berardi, A. Treatments for Eating Disorders in People with Autism Spectrum Disorder: A Scoping Review. Pediatr. Rep. 2025, 17, 35. https://doi.org/10.3390/pediatric17020035
Simeon R, Galeoto G, Cracolici S, Panuccio F, Berardi A. Treatments for Eating Disorders in People with Autism Spectrum Disorder: A Scoping Review. Pediatric Reports. 2025; 17(2):35. https://doi.org/10.3390/pediatric17020035
Chicago/Turabian StyleSimeon, Rachele, Giovanni Galeoto, Serena Cracolici, Francescaroberta Panuccio, and Anna Berardi. 2025. "Treatments for Eating Disorders in People with Autism Spectrum Disorder: A Scoping Review" Pediatric Reports 17, no. 2: 35. https://doi.org/10.3390/pediatric17020035
APA StyleSimeon, R., Galeoto, G., Cracolici, S., Panuccio, F., & Berardi, A. (2025). Treatments for Eating Disorders in People with Autism Spectrum Disorder: A Scoping Review. Pediatric Reports, 17(2), 35. https://doi.org/10.3390/pediatric17020035