Selective Eating in Autism Spectrum Disorder Leading to Hair Color Change

Author(s):  
Yuji Maruo ◽  
Kimiaki Uetake ◽  
Kiyoshi Egawa ◽  
Hideaki Shiraishi
2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911505199p1
Author(s):  
Amy Darragh ◽  
Karen Ratliff-Schaub ◽  
Marcia Nahikian-Nelms ◽  
Colleen Spees ◽  
Jane Case-Smith ◽  
...  

2014 ◽  
Vol 2014 (mar20 1) ◽  
pp. bcr2013202581-bcr2013202581 ◽  
Author(s):  
K. Keown ◽  
J. Bothwell ◽  
S. Jain

Author(s):  
Yuji Maruo ◽  
Kiyoshi Egawa ◽  
Hidefumi Tonoki ◽  
Satoshi Terae ◽  
Yuki Ueda ◽  
...  

2015 ◽  
Vol 69 (6) ◽  
pp. 6906180030p1 ◽  
Author(s):  
Kelly Tanner ◽  
Jane Case-Smith ◽  
Marcia Nahikian-Nelms ◽  
Karen Ratliff-Schaub ◽  
Colleen Spees ◽  
...  

2017 ◽  
Vol 30 (1) ◽  
pp. 22-32 ◽  
Author(s):  
Ayumi Miyajima ◽  
Kiyomi Tateyama ◽  
Shiori Fuji ◽  
Kazuyo Nakaoka ◽  
Kazuhisa Hirao ◽  
...  

Objective/Background Most parents of children with autism spectrum disorder (ASD) have difficulties with the selective eating behaviour of their children. This study aimed to develop a newly designed intervention programme on improving selective eating behaviour for parents of children with ASD and evaluate its effectiveness. Methods The participants were 23 parents of children (aged 3–6 years) with ASD. The education programme included a session that addressed approaches to improve selective eating and attitudes at meal times, with a discussion. The intervention aimed to identify the underlying factors and approaches to improve selective eating in children and the self-efficacy of parents. Results Significant differences were observed before and after the intervention in the degree of difficulty perceived by parents, their degree of self-efficacy, the number of recommendations conducted by them, their subjective view of the degree of dietary imbalance, and the number of food items consumed by their children. Conclusion We developed an interventional programme for parents of children with ASD and this programme was found to be useful. It is important for occupational therapists to consider the factors and approaches for selective eating in children with ASD in order to provide early intervention for their parents.


2019 ◽  
Vol 94 ◽  
pp. 61-63 ◽  
Author(s):  
Rana Swed-Tobia ◽  
Ahmad Haj ◽  
Daniella Militianu ◽  
Orly Eshach ◽  
Sarit Ravid ◽  
...  

2020 ◽  
pp. medhum-2019-011811
Author(s):  
Mattias Strand

In 1913, eccentric French composer Erik Satie wrote a fragmentary, diary-like essay where he depicted a strikingly rigid diet consisting solely of white foods: eggs, sugar, coconuts, rice, cream cheese, fuchsia juice and so on. Satie’s brief essay has later been used as one of many puzzle pieces in attempts to retrospectively diagnose him with autism spectrum disorder. With Satie’s white meal as a starting point, this paper explores colour-based food preferences and selective eating in clinical and non-clinical populations, with a special focus on autism spectrum disorder and avoidant/restrictive food intake disorder (ARFID). General colour preferences and their causes as well as the impact of colour on taste and food identification are also explored. Selective eating during childhood is immensely common and does not generally lead to disordered eating in the long run, although subgroups may experience rigidity around food of a more enduring nature. Problems related to eating were repeatedly described in Kanner’s original 1943 autism case series and continue to be common in autism. Most studies on eating and sensory sensitivity in autism show that the texture and consistency of the food are the most common factors behind selective eating. In contrast, colour-based food preferences appear to be relatively rare, although numerous anecdotal reports exist. Foods that are white or colourless may be particularly appealing or tolerable for individuals with sensory hypersensitivity, which can occur in autism or ARFID. Ultimately, in the case of Erik Satie, this paper concludes that his description of a strictly white diet should not be read as an autobiographical account but rather as an ironic take on contemporary symbolist literature, with the famously decadent all-black dinner party in French novelist Joris-Karl Huysmans’ À Rebours (1884; also known as Against Nature) as an obvious source of inspiration.


2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.


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