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You searched for subject:(Selective eating). Showing records 1 – 3 of 3 total matches.

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Xavier University

1. Chiu, Jessica Lynn. Adult Picky Eating Behaviors: Impact of Psychosocial and Nutritional Factors.

Degree: Doctor of Psychology (Psy.D.), Psychology, 2015, Xavier University

The DSM-5 (APA, 2013) added the diagnostic category of avoidant/restrictive food intake disorder (ARFID) as a subcategory of feeding and eating disorders, which provides for inclusion of adult picky eating. An exploratory study to investigate a predictive model for adult picky eating as measured by the Picky Eating Questionnaire (PEQ) related to psychosocial functioning and nutritional functioning was conducted. Data were utilized from 183 participants who are members of an international online support group for picky eating. Participants self-identified as picky eaters, with 83% meeting full criteria for ARFID and 16% also meeting full criteria for an eating disorder. A predictive model was created with gender as a covariate due to its correlation with PEQ. Social Eating Anxiety Scale (SEAS) was the only significant study variable entered into the regression equation and the final predictive model was statistically significant and accounted for 7.4% of the variance. However, SEAS, Body Mass Index (BMI), and the Maudsley Obsessive Compulsive Index (MOCI) were significantly correlated with the PEQ. Participants demonstrated mean scores on the Liebowitz Social Anxiety Scale (LSAS) and Clinical Impairment Assessment (CIA) that were above the cut-off for clinical significance, indicative of social anxiety disorder and general clinical impairment. Participants were found to have overall poorer nutritional functioning, as measured by the Healthy Eating Index (HEI), with average scores in the 30th percentile, as well as mean BMI scores in the overweight range, which suggests nutritional concerns. Advisors/Committee Members: Dacey, Christine (Committee Chair).

Subjects/Keywords: Psychology; adult picky eating; picky eating; avoidant restrictive food intake disorder; selective eating

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chiu, J. L. (2015). Adult Picky Eating Behaviors: Impact of Psychosocial and Nutritional Factors. (Doctoral Dissertation). Xavier University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=xavier1435364686

Chicago Manual of Style (16th Edition):

Chiu, Jessica Lynn. “Adult Picky Eating Behaviors: Impact of Psychosocial and Nutritional Factors.” 2015. Doctoral Dissertation, Xavier University. Accessed December 17, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1435364686.

MLA Handbook (7th Edition):

Chiu, Jessica Lynn. “Adult Picky Eating Behaviors: Impact of Psychosocial and Nutritional Factors.” 2015. Web. 17 Dec 2017.

Vancouver:

Chiu JL. Adult Picky Eating Behaviors: Impact of Psychosocial and Nutritional Factors. [Internet] [Doctoral dissertation]. Xavier University; 2015. [cited 2017 Dec 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1435364686.

Council of Science Editors:

Chiu JL. Adult Picky Eating Behaviors: Impact of Psychosocial and Nutritional Factors. [Doctoral Dissertation]. Xavier University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1435364686

2. Mawbey, Charlotte. Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits.

Degree: PhD, 2014, Royal Holloway, University of London

Selective eating (SE) refers to an individual narrowing their range of preferred foods, resulting in a restricted food intake, high levels of rigidity and food refusal (Bryant-Waugh, 2000). SE is encompassed in the new Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-V) (American Psychiatric Association, 2013) category avoidant restrictive food intake disorder (ARFID). Such difficulties are common in children with an autism spectrum disorder (ASD) (Raiten & Massaro, 1986) and neuropsychological differences have been found in children with ASD (Hill, 2004). This research aimed to be the first to investigate whether a distinct neuropsychological profile exists in children and adolescents with SE and furthermore, whether aspects of the profile vary depending on whether the child or adolescent displays elevated autistic traits. A case series of 10 children between the ages of 8 to 13 years old were recruited. A well-established neuropsychological test battery, the Ravello Profile (Rose, Frampton & Lask, 2012), was modified and administered to assess visuospatial processing, central coherence, executive functions (including cognitive flexibility, inhibition and planning) and theory of mind abilities. The results demonstrated a high degree of variability across the group in terms of visuospatial processing and theory of mind, weak central coherence across all participants and otherwise relatively intact abilities in executive function domains. There were no substantive findings in relation to those children with elevated autistic traits although a trend toward visuospatial processing differences did emerge. This exploratory case series was the first attempt to describe a neuropsychological profile in SE, however the small sample size and high variability in the data meant that a distinct neuropsychological profile did not emerge. The results did however provide an initial indication of possible trends in strengths and weaknesses across neuropsychological domains in SE. These findings have implications for the assessment and treatment of SE difficulties.

Subjects/Keywords: 616.85; selective eating; SE; autism spectrum disorder; ASD; autism; neuropsychology; neuropsychological profile

…181 9 1.0 INTRODUCTION 1.1 Introduction to selective eating Feeding difficulties are a… …difficulties in childhood is selective eating (SE), which has been described as an… …autistic traits. 1.2 Diagnosis and classification of selective eating 1.2.1 The diagnostic… …category in which selective eaters were historically classified was eating disorder not otherwise… …infancy. 1.3 Clinical presentations in selective eating Whilst SE is common in toddlerhood and… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mawbey, C. (2014). Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits. (Doctoral Dissertation). Royal Holloway, University of London. Retrieved from http://digirep.rhul.ac.uk/items/e2d55d91-2c50-2938-3de7-93fc6fbc70d9/1/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628548

Chicago Manual of Style (16th Edition):

Mawbey, Charlotte. “Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits.” 2014. Doctoral Dissertation, Royal Holloway, University of London. Accessed December 17, 2017. http://digirep.rhul.ac.uk/items/e2d55d91-2c50-2938-3de7-93fc6fbc70d9/1/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628548.

MLA Handbook (7th Edition):

Mawbey, Charlotte. “Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits.” 2014. Web. 17 Dec 2017.

Vancouver:

Mawbey C. Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits. [Internet] [Doctoral dissertation]. Royal Holloway, University of London; 2014. [cited 2017 Dec 17]. Available from: http://digirep.rhul.ac.uk/items/e2d55d91-2c50-2938-3de7-93fc6fbc70d9/1/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628548.

Council of Science Editors:

Mawbey C. Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits. [Doctoral Dissertation]. Royal Holloway, University of London; 2014. Available from: http://digirep.rhul.ac.uk/items/e2d55d91-2c50-2938-3de7-93fc6fbc70d9/1/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628548

3. Lantier, Caitlin E. A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation.

Degree: MS, Allied Medical Professions, 2012, The Ohio State University

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 the snack time routine decreased due to successful implementation by a particular caregiver paired with a particular subject during the first day of the intervention. Overall qualitative analysis indicated an increase in participation measured by passing of bowls and plates increased on behalf of the entire group participating in the intervention period. Family style dining is an effective approach to increasing exploration of food, participation in snack time routines, and communication with peers due to the nature of the meal time design. It encourages children to take an active role in the meal time routine and increases their interest in trying new foods. With thorough teacher or caregiver training and practice, family style dining is a successful approach to increasing food exploration, communication with others, and participation in the meal time routine. This study reinforces the importance for teacher training in nutrition in childcare. Advisors/Committee Members: Nahikian-Nelms, Marcia (Advisor).

Subjects/Keywords: Early Childhood Education; Nutrition; Occupational Therapy; Family style dining; developmental disabilities; picky eating; selective eating; problem eating; snack time in preschools of children with developmental disabilities; eating and children with developmental disabilities

…9 2.1 Etiology of eating irregularities in typically developing children and children with… …child. Research additionally has established that the food choices and eating behaviors of… …more likely to accept new foods if caregivers enthusiastically modeled eating the foods5… …nutritional intake at meal times. Feeding and eating difficulties are commonplace within the… …developmental disabilities have been reported to have some form of feeding or eating difficulty at… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lantier, C. E. (2012). A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1338331523

Chicago Manual of Style (16th Edition):

Lantier, Caitlin E. “A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation.” 2012. Masters Thesis, The Ohio State University. Accessed December 17, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338331523.

MLA Handbook (7th Edition):

Lantier, Caitlin E. “A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation.” 2012. Web. 17 Dec 2017.

Vancouver:

Lantier CE. A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation. [Internet] [Masters thesis]. The Ohio State University; 2012. [cited 2017 Dec 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1338331523.

Council of Science Editors:

Lantier CE. A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation. [Masters Thesis]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1338331523

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