Teaching chewing: A structured approach

Nicholas Eckman, Keith E. Williams, Katherine Riegel, Candace Paul

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

OBJECTIVE. A structured intervention was used to teach chewing to two children with special needs. Neither child had a history of chewing or eating high-textured food. METHOD. The intervention combined oral-motor and behavior components to teach chewing. A multiple baseline design was used to evaluate treatment effectiveness. RESULTS. Both children improved their chewing skills while increasing the texture of foods eaten and the variety of foods eaten. CONCLUSION. This structured intervention could be used to teach chewing to a range of children who did not acquire this skill during normal development.

Original languageEnglish (US)
Pages (from-to)514-521
Number of pages8
JournalAmerican Journal of Occupational Therapy
Volume62
Issue number5
DOIs
StatePublished - 2008

All Science Journal Classification (ASJC) codes

  • Occupational Therapy

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