Is your child a "picky" eater or a full-fledged resistant eater? Does he or she eat only 3-20 foods, refusing all others? Eat from only one food group? Gag, tantrum, or become anxious if you introduce new foods? If so, you have a resistant eater. Learn the possible causes, when you need professional help, and how to deal with the behavior at home. Learn why "Don't play with your food!" and "Clean your plate!" - along with many other old saws - are just plain wrong. And who said you have to eat dessert last? Get ready to have some stereotypes shattered!
Is your child a "picky" eater or a full-fledged resistant eater? Does he or she eat only 3-20 foods, refusing all others? Eat from only one food group? Gag, tantrum, or become anxious if you introduce new foods? If so, you have a resistant eater. Learn the possible causes, when you need professional help, and how to deal with the behavior at home. Learn why "Don't play with your food!" and "Clean your plate!" - along with many other old saws - are just plain wrong. And who said you have to eat dessert last? Get ready to have some stereotypes shattered!Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
Foreword Acknowledgements Introduction CHAPTER 1 - Who Are Resistant eaters? Identifying a Resistant Eater Common Characteristic of a Resistant Eater Food Neophobia Scale Other Assessment Tools CHAPTER 2 - Oral-Motor Development In Utero Newborns: 0-3 Months 4-6 Months 7-9 Months 10-12 Month-Old 13-15 Month-Old 16-18 Month-Old 19-24 Month-Old 25-26 Month-Old Food Texture and Eating Skills CHAPTER 3 - Environmental and Behavioral Factors Contributing to Problems with Eating Food Neophobia Environmental Factors and Eating Cultural Roadblocks Resistant Eaters and Developmental Disabilities CHAPTER 4 - Sensory-Based and Motor-Based Problems Affecting the Resistant Eater Sensory Integration Dysfunction Proprioceptive Sensory Information Vestibular Sensory Information CONTENTS Tactile Sensory Information Gustatory Sensory Information (Taste) Olfactory Sensory Information (Smell) Visual Sensory Information Auditory Sensory Information (Hearing) Modulation How to Use and Organize the Information We Have About the Resistant Eater CHAPTER 5 - Motor-Based Eating Problems vs. Sensory-Based Eating Problems Reflux and Other Gastrointestinal Problems Abnormal Sucking Pattern Nasal Reflux Aspiration Gagging Drooling Tooth Grinding Limited Upper-Lip Movement Immature Spoon Feeding Skills Immature Cup-Drinking Skills Immature biting and Chewing Skills CHAPTER 6 - Designing and Implementing a Comprehensive Treatment Plan Guidelines for Writing a Treatment Plan CHAPTER 7 - Part 1: Environmental Controls Snack and Mealtime Schedules Guidelines for Creating the Meal/Snack Schedules The Mealtime Setting Guidelines for Selecting a Setting Create a Supportive and Nurturing Environment Guidelines for Creating a Supportive Mealtime Environment Portion Size and Food Selection Guidelines for Implementing Appropriate Portion Sizes Food Selection Guidelines for Food Selection Food Jags Guidelines for Addressing Food Jags Appropriate Behavior During the Mealtime Guidelines for Implementing Appropriate Mealtime Behaviors CHAPTER 8 - Part 2: Gastrointestinal, Physical and Oral-Motor Development Gastrointestinal Comfort Physical Development The Upper Body The Lower Body Postural Control Activities Goals for Postural Control Physical Development Lessons 1-5 Oral-Motor Activities Goals for Oral-Motor Programs Oral-Motor Lessons 1-8 CHAPTER 9 - Part 3: Stages of Sensory Development for Eating Guidelines for Implementing the Stages for Sensory Development Stage One: Acceptance Guidelines for Implementing Stage One-Acceptance Stage One-Acceptance Lessons 1-8 Stage Two: Touch Guidelines for Implementing Stage Two-Touch Stage Two-Touch Lessons 1-6 Stage Three: Smell Guidelines for Implementing Stage Three-Smell Stage Three-Smell Lessons 1-5 Stage Four: Taste Guidelines for Implementing Stage Four-Taste Stage Four-Taste Lessons 1-7 Stage Five: Eating New Foods CHAPTER 10 - A Recipe for Success Cultural Factors Medical Issues Older Children Gluten, Casein and Other Allergy-Related Diets Appendix Cue Card Applications References
Foreword Acknowledgements Introduction CHAPTER 1 - Who Are Resistant eaters? Identifying a Resistant Eater Common Characteristic of a Resistant Eater Food Neophobia Scale Other Assessment Tools CHAPTER 2 - Oral-Motor Development In Utero Newborns: 0-3 Months 4-6 Months 7-9 Months 10-12 Month-Old 13-15 Month-Old 16-18 Month-Old 19-24 Month-Old 25-26 Month-Old Food Texture and Eating Skills CHAPTER 3 - Environmental and Behavioral Factors Contributing to Problems with Eating Food Neophobia Environmental Factors and Eating Cultural Roadblocks Resistant Eaters and Developmental Disabilities CHAPTER 4 - Sensory-Based and Motor-Based Problems Affecting the Resistant Eater Sensory Integration Dysfunction Proprioceptive Sensory Information Vestibular Sensory Information CONTENTS Tactile Sensory Information Gustatory Sensory Information (Taste) Olfactory Sensory Information (Smell) Visual Sensory Information Auditory Sensory Information (Hearing) Modulation How to Use and Organize the Information We Have About the Resistant Eater CHAPTER 5 - Motor-Based Eating Problems vs. Sensory-Based Eating Problems Reflux and Other Gastrointestinal Problems Abnormal Sucking Pattern Nasal Reflux Aspiration Gagging Drooling Tooth Grinding Limited Upper-Lip Movement Immature Spoon Feeding Skills Immature Cup-Drinking Skills Immature biting and Chewing Skills CHAPTER 6 - Designing and Implementing a Comprehensive Treatment Plan Guidelines for Writing a Treatment Plan CHAPTER 7 - Part 1: Environmental Controls Snack and Mealtime Schedules Guidelines for Creating the Meal/Snack Schedules The Mealtime Setting Guidelines for Selecting a Setting Create a Supportive and Nurturing Environment Guidelines for Creating a Supportive Mealtime Environment Portion Size and Food Selection Guidelines for Implementing Appropriate Portion Sizes Food Selection Guidelines for Food Selection Food Jags Guidelines for Addressing Food Jags Appropriate Behavior During the Mealtime Guidelines for Implementing Appropriate Mealtime Behaviors CHAPTER 8 - Part 2: Gastrointestinal, Physical and Oral-Motor Development Gastrointestinal Comfort Physical Development The Upper Body The Lower Body Postural Control Activities Goals for Postural Control Physical Development Lessons 1-5 Oral-Motor Activities Goals for Oral-Motor Programs Oral-Motor Lessons 1-8 CHAPTER 9 - Part 3: Stages of Sensory Development for Eating Guidelines for Implementing the Stages for Sensory Development Stage One: Acceptance Guidelines for Implementing Stage One-Acceptance Stage One-Acceptance Lessons 1-8 Stage Two: Touch Guidelines for Implementing Stage Two-Touch Stage Two-Touch Lessons 1-6 Stage Three: Smell Guidelines for Implementing Stage Three-Smell Stage Three-Smell Lessons 1-5 Stage Four: Taste Guidelines for Implementing Stage Four-Taste Stage Four-Taste Lessons 1-7 Stage Five: Eating New Foods CHAPTER 10 - A Recipe for Success Cultural Factors Medical Issues Older Children Gluten, Casein and Other Allergy-Related Diets Appendix Cue Card Applications References
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