Teaching Independent Eating to a Developmentally Handicapped Child Showing Chronic Food Refusal and Disruption at Mealtimes

1986 ◽  
Vol 12 (3) ◽  
pp. 203-210 ◽  
Author(s):  
Judy MacArthur ◽  
Keith D. Ballard ◽  
Miriam Artinian
Keyword(s):  
Handicapped Child ◽  
Food Refusal

Communication/Interaction Development at Mealtimes for the Multiply Handicapped Child

1981 ◽  
Vol 12 (4) ◽  
pp. 216-232 ◽  
Author(s):  
Suzanne Evans Morris
Keyword(s):  
Handicapped Child ◽  
Positive Interactions ◽  
Speech Language Pathologist ◽  
Specific Program ◽  
Communication Interaction

The mealtime setting can be creatively used by the speech-language pathologist to increase the positive interactions between the child and caregiver and to establish the basic prerequisites for the development of communication. Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described.

Frequent Breastfeeding and Food Refusal Associated with Failure to Thrive

2001 ◽  
Vol 40 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Mary E. O'Connor ◽  
Laura J. Szekely
Keyword(s):  
Failure To Thrive ◽  
Food Refusal

scholarly journals Impact of a handicapped child on mental health of parents.

BMJ ◽  
1986 ◽  
Vol 293 (6559) ◽  
pp. 1395-1397 ◽  
Author(s):  
S E Romans-Clarkson ◽  
J E Clarkson ◽  
I D Dittmer ◽  
R Flett ◽  
C Linsell ◽  
...  
Keyword(s):  
Mental Health ◽  
Handicapped Child

The Language Handicapped Child and Education

1965 ◽  
Vol 32 (4) ◽  
pp. 221-228
Author(s):  
Betty Jane McWilliams
Keyword(s):  
Differential Diagnosis ◽  
Teaching Methods ◽  
Emotional Functioning ◽  
Classroom Teacher ◽  
Handicapped Child ◽  
Diagnostic Labels ◽  
The Face ◽  
Clinical Bias

This article presents the problems involved in definitive differential diagnosis of children with delayed language. It suggests the need to describe language, auditory, mental, and emotional functioning as opposed to depending upon specific diagnostic labels which may rely upon clinical bias. The classroom teacher is viewed as an individual competent to devise teaching methods applicable to the peculiar requirements of widely differing children and is encouraged to trust herself in the face of “experts.”

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