Associations of Physiological Factors, Age, and Sensory Over-Responsivity with Food Selectivity in Children with Autism Spectrum Disorders

PURPOSE: The aim of this study was to investigate the relationship among physiological factors, age, sensory over-responsivity (SOR) and food selectivity in children with autism spectrum disorders (ASD). METHODS: One hundred forty-one parents of children with ASD were recruited through a national autism organization, Autism Speaks, to fill out a survey regarding their child’s mealtime behavior. Survey contained items to measure the severity of food selectivity behavior, the presence of physiological factors (i.e., reflux, constipation, food allergies and the need for a specialized diet) and sensory over-responsivity (SOR). Results were analyzed using Chi Square, ANOVA and logistic regression. RESULTS: No relationship between physiological factors and level of food selectivity was found. Older children in the 3-9 year old range did not have more foods in their diet repertoire than younger children. Finally, children with fewer than 10 and those with 11-20 foods in their diet (i.e., severe food selectivity and moderate food selectivity respectively) were found to have significantly higher scores on a measure of SOR when compared to children with 21+ foods (typical selectivity). CONCLUSIONS: When addressing food selectivity in children with ASD, consideration of the possibility that the child may not outgrow restricted diets is warranted. Also, treatment for food selectivity may be more effective if SOR is included in protocol

The Concept of Flow and Engagement in Aphasia

Flow represents a concept to denote absorbing experiences, when one is totally involved in the task at hand, and when the task challenges the user but does not overwhelm (Jackson, et al. 2010). The concepts of Flow are influenced by the fundamentals of positive psychology (Csikszentmihalyi, 2008). The influence of positive psychology is noted increasingly in the disability and rehabilitation literature (Dunn & Brody 2008; Holland, 2007). The concept of Flow has been applied to a wide range of settings, including work/employment (Bauman & Scheffer, 2010; Csikszentmihalyi & Csikszentmihalyi 1988), website building and online experience (Sicilia & Ruiz, 2007), and elite athletic training (Jackson, et al., 2010)

How to Screen, Identify, and Plan Interventions for Students with SLI, Dyslexia, and Related Disorders

SLPs are helping develop guidelines for identifying dyslexia under new state legislation. Nelson and Anderson will describe an evidence-based language-levels quadrant model and new tools (SLS and TILLS) for screening and diagnosing oral and written language disorders, including dyslexia. Participants will learn to identify student profiles for differential diagnosis and individualized planning. Wallach and Ward-Lonergan will provide a response to the presentation based on California SLPs’ perspectives on the legislation

How to Screen, Identify, and Plan Interventions for Students with SLI, Dyslexia, and Related Disorders

SLPs are helping develop guidelines for identifying dyslexia under new state legislation. Nelson and Anderson will describe an evidence-based language-levels quadrant model and new tools (SLS and TILLS) for screening and diagnosing oral and written language disorders, including dyslexia. Participants will learn to identify student profiles for differential diagnosis and individualized planning. Wallach and Ward-Lonergan will provide a response to the presentation based on California SLPs’ perspectives on the legislation