Objective: A structured intervention was used to teach chewing to two children with special needs. Neither child had a history of chewing or eating high-textured food.
Method: The intervention combined oral-motor and behavior components to teach chewing. A multiple baseline design was used to evaluate treatment effectiveness.
Results: Both children improved their chewing skills while increasing the texture of foods eaten and the variety of foods eaten.
Conclusion: This structured intervention could be used to teach chewing to a range of children who did not acquire this skill during normal development.
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| http://dx.doi.org/10.5014/ajot.62.5.514 | DOI Listing |
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