Interventions for autistic children with behavioural feeding needs: a scoping review
Notice bibliographique
Résumé
Purpose Autistic children are at an increased risk of presenting with feeding support needs when compared to their peers, which impact significantly from a social, nutritional and medical perspective. However, research would indicate that the mealtime and eating challenges also have far-reaching consequences for the parents and family of the autistic child. Evidence from past systematic reviews shows that behaviourist-based interventions are the most effective for increasing oral intake. This scoping review aims to systematically search the literature to landscape interventions with other theoretical underpinnings for autistic children under 12 years of age, and to explore if consideration is given to the impact of these eating challenges on the parents and families. A search was conducted in line with PRISMA-ScR checklist across five databases (Pubmed, Web of Science, PsycINFO, CINAHL and Embase) to identify studies that were published in the last 50 years (from 1973 to 2023). Nine studies met the inclusion criteria and were grouped into three categories: psychology-led, occupational therapy-led, multi-disciplinary-led (home and school). The most cited component of intervention, irrespective of category, was parental training and education. Limited focus was placed on exploring or addressing the emotional impact of the eating challenges on the child, parents or the family unit. Given the complexity of the feeding behaviours and the emotional journey of feeding experienced by the parents, comprehensive multi-disciplinary assessment is indicated to individualise and tailor a family-centred intervention to meet the unique needs of the individual child and the family. Design/methodology/approach A search was conducted in line with PRISMA-ScR checklist across five databases (Pubmed, Web of Science, PsycINFO, CINAHL and Embase) to identify studies that were published in the last 50 years (from 1973 to 2023). Nine studies met the inclusion criteria and were grouped into three categories: psychology-led, occupational therapy-led, multi-disciplinary led. Findings The most cited component of intervention, irrespective of category, was parental training and education. Limited focus was placed on exploring or addressing the emotional impact of the eating challenges on the child, parents or the family unit. Given the complexity of the feeding behaviours and the emotional journey of feeding experienced by the parents, comprehensive multi-disciplinary assessment is indicated to individualise and tailor a family centred intervention to meet the unique needs of the individual child and the family. Research limitations/implications Some of the included studies were case studies or were on relatively small samples. Given the lack of agreed terminology in this area, it is possible that some relevant studies may inadvertently have been excluded. In addition, given that this review only included studies that were identified through the search terms and databases and did not include and grey material, it is also possible that not all relevant research was identified. As only English language articles were included, there is potential that this also limited the search. Lastly, while the age range of the search was narrowed to children under 12 years of age for a specific purpose, interventions available to adolescents and young adults may have furnished this review with additional information. Practical implications Overall, the findings from this scoping review underline the importance of parental training in intervention with this cohort of children. In addition, intervention needs to be informed by a detailed and holistic assessment of the child’s needs, while also considering the impact of the mealtime behaviours on the family. This will result in a more tailored approach that addresses both the child’s specific mealtime requirements, and the familial and social implications of the needs. Given the complexity and diverse nature of the eating challenges, a multi-disciplinary approach is also required that incorporates strategies and approaches from various professional backgrounds Social implications Timely intervention is needed for this cohort of children that is multifaceted and multi-disciplinary in nature. Originality/value This paper is a scoping literature review of the original work done by researchers in the field of autism and eating.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,044 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,007 | 0,006 |
| Bibliométrie | 0,009 | 0,008 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,004 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».