Eating meals with sensory differences

It is important that any underlying medical issues or health concerns, including behavioural and emotional challenges are fully explored before suggesting it is a sensory-based difficulty. If the child is known to still regularly choke, gag or present with any other swallow or breathing related difficulty, then it is advised that a medical professional should be involved to rule out any mechanical feeding issues.

“Parent and professionals working with children are responsible for preparing and providing a balanced meal at an appropriate scheduled time. The child is solely responsible for whether they eat and how much they eat.” (Satter, 1987 as cited in Just Take a Bite, pg.38).

Environment

• The child should be seated with feet supported, at a stable table in a comfortable, upright
  position
• A calm environment will be beneficial. Consider other strong smells such as pets, bathrooms,
  and smoke or air fresheners. Low scent environment across your home may better prepare the
  child for eating
• Ensure the mealtimes are fairly consistent in timings, with a clear routine
• Turn all distractions off e.g. TV or radio
• Model behaviour by eating together as a family as and when possible. Children learn from
  watching others; watching you eat and the use of cutlery can have a positive impact
• Consider your own eating habits and those of others that may care for your child

General

• If appropriate, give children a chance to handle food whenever possible; at the shops, in the
  home, garden and any educational settings
• Give the child an opportunity to have an important job at mealtimes, to give a sense of purpose
  and control e.g. dishing food out to all
• Do not comment on your child’s eating during mealtimes
• Discuss how to eat, such as biting an apple with front teeth, using tongue to move the apple
  around the mouth
• When possible, cook one meal for all the family that everyone can eat
• Offer subtle (but reasonable) changes to rigid eaters, even slight placement changes will be
  considered a change
• Consider presentation; a fun plate or arranging food as a smiling face can make mealtimes fun
• Incorporate the desired ‘treat’ as a standard part of the meal. Having pudding as a reward may
  identify the pudding as “good” and other foods as “bad”
• Consider how much an appropriate amount is for a child
• Allow the child to lead the pace, children are good at knowing how much to eat and when to
  stop, but need their natural pace to do this
• Explore various textures, dry to wet/messy with hands and feet to help develop the sensory
  system
• Consider the temperature of food that children appear to enjoy or tolerate the best
• Consider using ice cubes to desensitise the mouth from tactile and taste input
• Do not force a food that is not enjoyed
• Use straws with yoghurts or puddings to suck hard. This can be calming and organising and
  prepare the mouth for food
• Encourage blowing activities to prepare and strengthen the mouth
• Try food in different sizes; small, large, pureed to determine which is easiest (only if appropriate
  for age and feeding ability of the child)