Master of Science, The Ohio State University, 2012, Allied Medical Professions
Research tells us that nutrition is a crucial component of health throughout our lifetime. Up to 80% of children with developmental disabilities have been reported to have one or more feeding issues. Research tells us that food preferences and dietary habits are established between the ages of two and five years old and has additionally established that the food choices and eating behaviors of others influence young children's food preferences.
Meal times in schools and at home offer the opportunity for children to develop social skills and learn to participate in a mealtime routine with others. It is estimated that approximately two out of three children ages 6 years or younger in the US are in non-parental child-care programs. Feeding studies in children with developmental disabilities have been clinically focused and address the meal time relationship between the child and parental caregiver or the child and a clinician. These feeding interventions, although successful, are individualized for each child. This process to meet specific individual needs would prove to be unrealistic in a childcare setting where the ratio of caregiver to child is often 1:4 or more.
The aim of this research was to determine if a family style dining approach to snack time in an inclusive classrooms for children with neurodevelopmental and related disabilities aged 2-4 years old would impact interest and exploration of a variety of foods as well as improve interest in social interaction and engagement in meal time practices of all children involved.
A convenience sample of 4 subjects was chosen from an inclusive preschool classroom at the Early Childhood Education center of The Ohio State University. The snack time intervention lasted for eight days over a two-week period. Videos were taken on the first and last day of the intervention for data collection. Results showed an increase in exploration and communication between the first and last day of the intervention. Participation in t (open full item for complete abstract)
Committee: Marcia Nahikian-Nelms PhD (Advisor); Kathy Lawton PhD (Committee Member); Jane Case-Smith PhD (Committee Member)
Subjects: Early Childhood Education; Nutrition; Occupational Therapy