Authors: Lori Ernsperger, Tania Stegen-Hanson, Temple Grandin
ISBN-13: 9781932565126, ISBN-10: 1932565124
Format: Paperback
Publisher: Ingram Pub Services
Date Published: January 2004
Edition: (Non-applicable)
Ernsperger has more than 17 years experience working in the public schools as a teacher, administrator and a behavioral consultant. She has had extensive training working with students who have behavior disorders, particularly those on the autism spectrum.
Stegen-Hanson has over 10 years experience in therapy, consultation and in-service training to school systems and private practices in South Africa and the USA. She is the owner of Achievement Therapy Center, a pediatric O.T. practice in Las Vegas, Nevada. She specializes in sensory integration therapy, oral-motor therapy, neuro-developmental therapy and feeding disorders.
Temple Grandin earned her Ph.D. in animal science from the University of Illinois, went on to become an associate professor at Colorado State University, and wrote two books on autism, including the seminal "Thinking in Pictures." One of the most celebrated and effective animal advocates on the planet, Grandin revolutionized animal movement systems and spearheaded reform of the quality of life for the world's agricultural animals.
"Just Take a Bite" takes parents and professionals step by step through he myths about eating to the complexity of eating itself, which leads to an understanding of physical, neurological and/or psychological reason why children may not be eating as they should.
Foreword | vii | |
Acknowledgements | ix | |
Introduction | xi | |
Chapter 1 | Who Are Resistant eaters? | 1 |
Identifying a Resistant Eater | 2 | |
Common Characteristic of a Resistant Eater | 4 | |
Food Neophobia Scale | 10 | |
Other Assessment Tools | 12 | |
Chapter 2 | Oral-Motor Development | 15 |
In Utero | 19 | |
Newborns: 0-3 Months | 19 | |
4-6 Months | 21 | |
7-9 Months | 22 | |
10-12 Month-Old | 23 | |
13-15 Month-Old | 24 | |
16-18 Month-Old | 25 | |
19-24 Month-Old | 26 | |
25-26 Month-Old | 27 | |
Food Texture and Eating Skills | 28 | |
Chapter 3 | Environmental and Behavioral Factors Contributing to Problems with Eating | 33 |
Food Neophobia | 34 | |
Environmental Factors and Eating | 37 | |
Cultural Roadblocks | 39 | |
Resistant Eaters and Developmental Disabilities | 48 | |
Chapter 4 | Sensory-Based and Motor-Based Problems Affecting the Resistant Eater | 55 |
Sensory Integration Dysfunction | 55 | |
Proprioceptive Sensory Information | 57 | |
Vestibular Sensory Information | 59 | |
Tactile Sensory Information | 66 | |
Gustatory Sensory Information (Taste) | 69 | |
Olfactory Sensory Information (Smell) | 71 | |
Visual Sensory Information | 74 | |
Auditory Sensory Information (Hearing) | 76 | |
Modulation | 78 | |
How to Use and Organize the Information We Have About the Resistant Eater | 81 | |
Chapter 5 | Motor-Based Eating Problems vs. Sensory-Based Eating Problems | 83 |
Reflux and Other Gastrointestinal Problems | 85 | |
Abnormal Sucking Pattern | 89 | |
Nasal Reflux | 90 | |
Aspiration | 90 | |
Gagging | 91 | |
Drooling | 92 | |
Tooth Grinding | 93 | |
Limited Upper-Lip Movement | 94 | |
Immature Spoon Feeding Skills | 95 | |
Immature Cup-Drinking Skills | 96 | |
Immature biting and Chewing Skills | 98 | |
Chapter 6 | Designing and Implementing a Comprehensive Treatment Plan | 101 |
Guidelines for Writing a Treatment Plan | 108 | |
Chapter 7 | Part 1: Environmental Controls | 113 |
Snack and Mealtime Schedules | 114 | |
Guidelines for Creating the Meal/Snack Schedules | 114 | |
The Mealtime Setting | 117 | |
Guidelines for Selecting a Setting | 117 | |
Create a Supportive and Nurturing Environment | 119 | |
Guidelines for Creating a Supportive Mealtime Environment | 119 | |
Portion Size and Food Selection | 122 | |
Guidelines for Implementing Appropriate Portion Sizes | 122 | |
Food Selection | 124 | |
Guidelines for Food Selection | 125 | |
Food Jags | 127 | |
Guidelines for Addressing Food Jags | 128 | |
Appropriate Behavior During the Mealtime | 129 | |
Guidelines for Implementing Appropriate Mealtime Behaviors | 129 | |
Chapter 8 | Part 2: Gastrointestinal, Physical and Oral-Motor Development | 135 |
Gastrointestinal Comfort | 136 | |
Physical Development | 140 | |
The Upper Body | 140 | |
The Lower Body | 143 | |
Postural Control Activities | 144 | |
Goals for Postural Control | 145 | |
Physical Development Lessons 1-5 | 145 | |
Oral-Motor Activities | 155 | |
Goals for Oral-Motor Programs | 156 | |
Oral-Motor Lessons 1-8 | 157 | |
Chapter 9 | Part 3: Stages of Sensory Development for Eating | 171 |
Guidelines for Implementing the Stages for Sensory Development | 173 | |
Stage 1 | Acceptance | 175 |
Guidelines for Implementing Stage One-Acceptance | 176 | |
Stage One-Acceptance Lessons 1-8 | 177 | |
Stage 2 | Touch | 183 |
Guidelines for Implementing Stage Two-Touch | 184 | |
Stage Two-Touch Lessons 1-6 | 185 | |
Stage 3 | Smell | 188 |
Guidelines for Implementing Stage Three-Smell | 189 | |
Stage Three-Smell Lessons 1-5 | 190 | |
Stage 4 | Taste | 193 |
Guidelines for Implementing Stage Four-Taste | 194 | |
Stage Four-Taste Lessons 1-7 | 196 | |
Stage 5 | Eating New Foods | 200 |
Chapter 10 | A Recipe for Success | 203 |
Cultural Factors | 206 | |
Medical Issues | 206 | |
Older Children | 207 | |
Gluten, Casein and Other Allergy-Related Diets | 207 | |
Appendix | 209 | |
Cue Card Applications | 215 | |
References | 231 |