Selective Eating Therapy for Autistic Children
Introduction
If you are considering occupational therapy as a treatment for feeding challenges for your autistic child, we want you to be as informed as possible—so we, as OTs, can truly partner to create the best course of treatment for your family and your child.
In occupational therapy, we tend to work from “menus” of evidence-based assessments and treatments. This gives us the flexibility to meet the specific needs of each family. Below, you’ll find the assessment and treatment options your therapist may use, along with the evidence supporting them.
At the bottom of this page, you’ll find occupational therapists near you who specialize in feeding therapy.
Please note that this page is for educational purposes and does not substitute advice from your medical provider.
A quick note on when to pursue occupational therapy for feeding difficulties
Occupational therapists view feeding as a foundational occupation that supports growth, development, and participation in daily life. And eating is not just about nutrition—it involves sensory processing, motor skills, family routines, and the meaningful experience of sharing meals with others.
“Feeding difficulties” is a broad term that includes everything from typical picky eating to diagnosed conditions such as Pediatric Feeding Disorder (PFD) or Avoidant/Restrictive Food Intake Disorder (ARFID). Feeding challenges are common in childhood and are especially prevalent among neurodiverse children, with research suggesting that anywhere from 46% to 84% of autistic children experience selective eating.
Early occupational therapy can help reduce mealtime stress, support nutrition and independence, and turn eating into a more positive experience for the whole family. If your child eats fewer than 25 different foods, is losing foods they once accepted, or if feeding challenges are affecting your child’s health or wellbeing, consider talking with your child’s doctor about whether feeding therapy might be helpful.
Related Assessments
Assessments are powerful tools to help us partner in your care. They establish a clear baseline, direct our treatment efforts, and give us a reliable way to track your progress over time. Your team may select some specific measures that fit your unique situation. Here are some examples:
Caregiver-Report Tools for Feeding Behavior
Caregiver-Report Tools for Feeding Behavior1,2,11,12
Notes for clinicians on family interviews
The complexity of selective eating in autistic children necessitates a comprehensive assessment that covers several domains. Key domains to consider include family and child concerns and priorities for feeding, family mealtime schedules and eating routines, child feeding behavior, child’s sensory patterns, caregiver strategies to support mealtimes, and child’s diet variety (including identifying safe and highly preferred foods).
Family/Caregiver Interview:
Interviewing is an excellent way to build an occupational profile and understand the family’s specific feeding concerns, priorities, and experience with selective eating. A family interview is often the best way to capture how a family orchestrates their mealtime and feeding routines, as well as the physical and cultural context of mealtime for the family.
Example interview questions (non-exhaustive list) :
Family Mealtime Routines:
Tell me about mealtime and eating routines for your family:
Are there any special routines or mealtime practices? Where do you eat? Is everyone together for meals or do you eat at different times? Does mealtime look the same each day or does it vary?
Please describe an enjoyable or positive family mealtime experience. How often does your family and child experience an enjoyable mealtime?
Please describe some of hte challenges with mealtimes. What happens when a mealtime is difficult or doesn’t go well?
Have you noticed any patterns of child behavior that are creating challenges?
Family foods and child preferences:
What are the child’s favorite foods?
What are the family’s favorite foods? Does your child eat any of these foods, even parts of them? If yes - which ones?
Are there any foods that are especially important to the family, that the child does/does not eat?
History and onset of feeding difficulty:
When did feeding challenges start and what were some of the first concerns?
How has diet and food acceptance changed over time?
When has the child accepted or integrated new foods into their diet?
When a food is removed from the diet, is the family ever able to get them to add it back in?
Family priorities:
What are the primary concerns for the child and family?
What does the child and family hope to accomplish in OT?
Diet Variety:
A wide variety of diet variety assessments are available to evaluate diet variety. Caregiver or child interview (discussed above) may also be a reasonable approach to capture this information. Families can often list all of a child’s preferred and sometimes accepted foods. Asking the family to provide a list may be easier for them than a comprehensive diet evaluation, especially if the child has a minimal repertoire of foods.
The goal is to capture the range of foods the child eats and identify safe and highly preferred foods. The purpose of capturing diet information is allow for OTPs to consider opportunities for food expansion (e.g., working toward new foods that overlap with the sensory or flavor patterns in the child’s current diet). OTPs are not nutrition experts, and diet variety assessments should not be used to score for nutritional values except in collaboration with a nutritionist or dietician.
Example of free diet variety assessments:
Additional assessment areas:
Comprehensive feeding assessments will include the use of additional assessment tools to capture domains such as the child’s sensory processing differences, the child’s independence or support needs in activities of daily living, and the child’s executive functioning. A wide range of occupational therapy assessments may be appropriate to accompany a feeding evaluation.
Possible Goal Areas
Therapy works best when there is buy-in from the patient. It is important that you and your child work with your therapist to set treatment goals that truly reflect your family’s priorities and what’s important to you.
Goal Bank for Clinicians
Each goal is intended as a starting point. The functional motivation behind each goal should be identified collaboratively with the client.
Regulation and participation during mealtime (at home or in the community)
Child and family will develop a mealtime routine that supports child and family regulation and enjoyment, as evidenced by ___________ (child rating on a scale, caregiver report of # of regulated meals per week, etc.)
Child will demonstrate improved emotional and behavioral regulation during mealtime, with access to individual regulation supports (e.g., sensory toys, screens, music, etc) and breaks as needed, as evidenced by positive participation in family mealtime without distress ________ (measurement: XX times per week, % of meals, etc.).
Comfort with food exploration and expanded diet variety
Child will demonstrate increased comfort with food exploration, as evidenced by selecting an exploration strategy (e.g., touch, lick, taste) to engage with a novel food ____(measurement: % of novel foods presented).
The child and their family will identify 3 new enjoyable foods that the child will consistently eat a child-sized portion of (consuming 70% of the time offered).
Independent feeding or self-help skill development
Child will increase independence in self-feeding as evidenced by the child using food-appropriate utensils to self-feed ________(measurement: 50% of meals)
Child self-advocacy for preferences and accommodations:
The child and their family will develop and apply a family-acceptable system for the child to express their food preferences, including both the selection of acceptable foods and a calm method for declining foods, per family- and child- report.
Caregiver consistency:
Child’s caregivers will implement identified mealtime and feeding strategies during family mealtime to support the child’s feeding progress consistently (<70% of the time, measured through caregiver report or home tracking)
Treatment Interventions
Caregiver-mediated intervention3
Feeding therapy is built around your family and everyday routines, with you, the caregiver, as an active partner in the process. Your therapist will model strategies, coach you through them, and help you use these tools at home so progress carries over into real life—whether in person or through telehealth.4
Caregiver coaching and education5
Sometimes, the most helpful support is understanding why feeding feels hard for your child and learning how to respond in supportive ways. Your therapist can provide clear guidance and practical tips so you can feel confident making small changes at home that can lead to big improvements at mealtimes.
For some families, this guidance alone is enough to reduce stress and improve mealtime success!6
Multidisciplinary team-based intervention7
Because feeding challenges can be complex, therapy may also involve collaboration with other professionals such as doctors, speech therapists, or dietitians. Working together as a team helps ensure your child’s feeding needs are supported from every angle.
Caregiver-mediated intervention:
Feeding is naturally embedded in the family context, and for young children, it is a co-occupation with their caregiver. Caregiver-mediated approaches to feeding intervention apply a family-centered approach and include the caregiver as an intervention partner. These approaches often include a combination of therapist modeling of feeding techniques, caregiver education and instruction from the therapist, and direct intervention between the therapist and caregiver. A key component is to engage the caregiver in selecting and implementing feeding intervention strategies embedded within daily routines in the home environment. Caregiver implementation of intervention strategies at home promotes progress and carryover of skills across contexts.
Caregivers have also reported increased capacity for managing their child’s feeding challenges after participating in a caregiver-mediated intervention program.6
Caregiver-mediated feeding interventions have also been successfully delivered via telehealth and may be used to increase the accessibility of intervention for families in rural or underserved areas.7
Caregiver coaching and education:
Most caregiver-mediated interventions include a caregiver education component.3 Core concepts to consider for caregiver education include how their child’s sensory processing may impact eating, an introduction to evaluating mealtime behavior to identify opportunities to shape and change behaviors, and how modifying mealtime routines and schedules may support their child’s feeding. Occupational therapists should apply their own clinical expertise and reasoning to determine what knowledge is essential for the caregiver to effectively work on feeding at home.
For some families, caregiver coaching or education alone may be sufficient to address feeding challenges.8
Multidisciplinary team-based intervention
Best practice in feeding intervention is a collaborative multidisciplinary approach that allows the team to address the complexity and multifactorial nature of feeding challenges.10 However, few occupational therapists have access to a comprehensive specialty feeding intervention team. Whenever possible, collaborate and build on the expertise of other disciplines to achieve the best outcomes for the family you are working with.
When to Refer:
Selective eating is best treated by a multidisciplinary team. There are many reasons to include additional providers in the care of the child. Some essential times to refer to another provider would be when you have concerns about:
Safety/Aspiration: Regular coughing and gagging while eating and drinking. Some gagging is expected when learning to eat. However, persistent gagging, coughing, or choking is a safety concern that indicates the child may need more specialized evaluation and intervention.
Growth: A child who is losing weight rapidly or falling off their growth curve likely needs additional specialized evaluation and intervention.
Allergies: Any signs of a food allergy or intolerance (hives, redness, itchy mouth, etc.)
Gastrointestinal symptoms: Children who experience gastrointestinal pain with eating or have ongoing severe gastrointestinal symptoms (chronic diarrhea, chronic constipation, etc.) may need additional support from a medical provider.
Nutritional needs: Children who are missing whole food groups and have a significantly limited diet may benefit from additional support from a dietician to recommend appropriate supplementation or diet modifications.
Education Resources for Clients
Education Resources for Clinicians
Specific Intervention Programs Providing Specialized Training in Feeding Intervention:
SOS Approach to Feeding:
The SOS Approach to Feeding, developed by Kay Toomey, PhD, is a transdisciplinary approach to feeding intervention.11 To deliver the SOS Approach to Feeding, therapists must complete SOS training and can participate in a mentorship program. A complete description of the SOS core principles, training opportunities, and additional resources can be found on their website: https://sosapproachtofeeding.com/
Get Permission Approach:
The Get Permission Approach to feeding intervention, developed by Marsha Dunn Klein, OTR/L, is a family-centered and development-based feeding approach.9 A complete description of the core principles of the Get Permission Approach, as well as courses to get trained in the approach, is described on their website: The Approach - Get Permission Institute
Choosing a Therapist
If you are looking for an occupational therapy professional near you to help address selective eating challenges for your autistic difficulties, you can use the OT Near Me Directory below. We’ve highlighted the professionals who have tagged “autism” as a focus area. For pediatric therapy, look for therapists who have also selected pediatrics as an interest.
Jamie Boldig
MOT, OTR/L
Appleton, Wisconsin
Aging in Place, ADHD, Amyotrophic Lateral Sclerosis (ALS), Anxiety, Aphasia & Communication Disorders, Assistive Technology, Autism, Burns, Cancer, Cerebral Palsy, Chronic Conditions, Chronic Pain, Coaching, Cognitive Rehabilitation, Dementia, Depression & Mood Disorders, Dystonia, Ergonomics, Fitness, Feeding and Eating, Functional Neurological Disorder (FND), Grant Writing, Hand Therapy, Health Data, Health Policy, Health Promotion, Hippotherapy, Home Modifications, Insomnia & Sleep, Intellectual and Developmental Disabilities (IDD), Knowledge Translation, Lifestyle Medicine, Leadership, Medication Management, Multiple Sclerosis, Nature-based, Neurodiversity, Obsessive-Compulsive Disorder (OCD), Orthopedics & Musculoskeletal, Osteogenesis Imperfecta, Parkinson’s, Pelvic Health, Prevention, Population Health, Postural Orthostatic Tachycardia Syndrome (POTS), Rare Diseases, Rheumatic Diseases, Seating and Mobility, Spinal Cord Injury, Stroke, TBI, Trauma & PTSD, Tourette syndrome, Voice & Fluency
Brian Olson
OTR/L
Administrator
Connections Therapy Centers/P2P Therapy
Idaho Falls, Idaho
ADHD, Assistive Technology, Autism, Cerebral Palsy, Feeding and Eating, Home Modifications, Intellectual and Developmental Disabilities (IDD), Low Vision Rehabilitation, Neurodiversity, Orthopedics & Musculoskeletal, Seating and Mobility, TBI, Vestibular & Balance Rehab
Laurie Sullivan Gosse
OTR/L
Industry Professional
Coastal Home Rehab
Middletown Township, New Jersey
Aging in Place, Autism, Cognitive Rehabilitation, Dementia, Feeding and Eating, Intellectual and Developmental Disabilities (IDD), Lymphedema, Multiple Sclerosis, Rheumatic Diseases, Seating and Mobility, Stroke, Wound Care
Makayla Eberly
CCC-SLP
ChildServe
Ames, Iowa
Augmentative and Alternative Communication, Feeding and Eating, Neurodiversity
Maria C Llerena
OTR/L
Educator
KIDnections Group
Bay Village, Ohio
ADHD, Anxiety, Autism, Feeding and Eating, Intellectual and Developmental Disabilities (IDD)
Mallory Taylor
OTR/L
Phoenix, Arizona
Anxiety, Aphasia & Communication Disorders, Autism, Cerebral Palsy, Cognitive Rehabilitation, Feeding and Eating, Functional Neurological Disorder (FND), Intellectual and Developmental Disabilities (IDD), Neurodiversity, Neurorehabilitation, Parkinson’s, Spinal Cord Injury, Stroke, TBI, Trauma & PTSD
Holly Timberline
OTR/L IMH-E
Connected Therapy LLC
Richmond, Virginia
Anxiety, Autism, Feeding and Eating, Home Modifications, Intellectual and Developmental Disabilities (IDD), Multi-tiered System of Supports, Nature-based, Neurodiversity, Trauma & PTSD
Salmin Chacha
OTR/L
Occupational Therapist
AL NOOR TRAINING CENTRE
dubai
ADHD, Augmentative and Alternative Communication, Aquatic Therapy, Aphasia & Communication Disorders, Assistive Technology, Autism, Burns, Cerebral Palsy, Chronic Conditions, Chronic Pain, CIMT, Coaching, Cognitive Rehabilitation, Dementia, Depression & Mood Disorders, Developmental Delays, Dystonia, Ehlers-Danlos Syndrome, Ergonomics, Emergency Department, Feeding and Eating, Functional Neurological Disorder (FND), Grant Writing, Hand Therapy, Health Data, ICU/Critical Care, Insomnia & Sleep, Intellectual and Developmental Disabilities (IDD), Knowledge Translation, Lifestyle Medicine, Low Vision Rehabilitation, Maternal Health, Medication Management, Mitochondrial Disorders, Multiple Sclerosis, Nature-based, Neurodiversity, Neurorehabilitation, NICU, Pelvic Health, Postural Orthostatic Tachycardia Syndrome (POTS), Rare Diseases, Rheumatic Diseases, Seating and Mobility, Sexuality/Intimacy, Spinal Cord Injury, Stroke, Swallowing & Dysphagia, TBI, Trauma & PTSD, Vestibular & Balance Rehab
Emily Tull
MSOT, OTR/L, EP-C
Peaks & Bounds/Colorado State University Center for Community Partnerships
Fort Collins, Colorado
Aging in Place, ADHD, Anxiety, Autism, Chronic Conditions, Chronic Pain, Cognitive Rehabilitation, Dementia, Fitness, Feeding and Eating, Grant Writing, Health Promotion, Intellectual and Developmental Disabilities (IDD), Leadership, Nature-based, Neurodiversity, Prevention, TBI
Brigit Jacoby
LCSW
Consultant
Brigit Jacoby, Licensed Clinical Social Worker 121726
Los Angeles, California
ADHD, Anxiety, Autism, Depression & Mood Disorders, Fitness, Feeding and Eating, Home Modifications, Intellectual and Developmental Disabilities (IDD), Prevention
Jaime Spencer
MS, OTR/L
Miss Jaime, O.T.
Long Island, New York
ADHD, Assistive Technology, Autism, Feeding and Eating, Intellectual and Developmental Disabilities (IDD), Leadership, Multi-tiered System of Supports, Neurodiversity, Obsessive-Compulsive Disorder (OCD)
Rachel Yashouafar
OTR/L
Therapy Clubhouse
Westlake Village, California
ADHD, Autism, Cerebral Palsy, Coaching, Feeding and Eating, Intellectual and Developmental Disabilities (IDD), Neurodiversity
Megan Veenstra
OTR/L
The Golden OT LLC
Blaine, Minnesota
Aging in Place, Assistive Technology, Chronic Conditions, Chronic Pain, Cognitive Rehabilitation, Dementia, Ergonomics, Fitness, Feeding and Eating, Health Promotion, Home Modifications, Pelvic Health, Seating and Mobility, Stroke, TBI
Jessica shrum
COTA-L
HEALTHPRO
Herrin, Illinois
Aging in Place, Anxiety, Coaching, Fitness, Feeding and Eating, Knowledge Translation, Leadership, Maternal Health
Nicole Bazinet
MS, OTR/L, IBCLC, CNT, NTMTC
bwellbaby, LLC
Raleigh, North Carolina
Feeding and Eating, Health Promotion, NICU
Lisa Bostic
OTR/L
Pittsboro, North Carolina
ADHD, Anxiety, Assistive Technology, Autism, Cerebral Palsy, Feeding and Eating, Intellectual and Developmental Disabilities (IDD), Neurodiversity, Orthopedics & Musculoskeletal, Rare Diseases, Stroke, TBI
Ashley J Short
MA, OTR/L
Industry Professional
Freedom Redesigned, LLC
Huntington Beach, California
ADHD, Anxiety, Assistive Technology, Autism, Coaching, Fitness, Feeding and Eating, Health Promotion, Intellectual and Developmental Disabilities (IDD), Leadership, Neurodiversity
Renee Phillips
OTR/L
Achieve Therapy and Learning Services
Idaho Falls, Idaho
ADHD, Anxiety, Autism, Coaching, Feeding and Eating, Health Promotion, Intellectual and Developmental Disabilities (IDD)
Kathryn Willer
OTR/L
Lewiston, Maine
ADHD, Autism, Feeding and Eating
Carsyn Thomas
OTS
Xavier University
Cable, Ohio
ADHD, Anxiety, Autism, Chronic Conditions, Chronic Pain, Feeding and Eating, Hippotherapy, Intellectual and Developmental Disabilities (IDD), Maternal Health, Multiple Sclerosis, Nature-based, Neurodiversity, Neurorehabilitation, NICU, Obsessive-Compulsive Disorder (OCD), Orthopedics & Musculoskeletal, Postural Orthostatic Tachycardia Syndrome (POTS), Rare Diseases
Sidney Deatherage
COTA/L
Intermountain Health
Cedar City, Utah
ADHD, Autism, Cognitive Rehabilitation, Feeding and Eating, Functional Neurological Disorder (FND), Home Modifications, Intellectual and Developmental Disabilities (IDD), Knowledge Translation, Neurorehabilitation, Parkinson’s, Spinal Cord Injury, Stroke, TBI
Anna Addison
MSOT, OTR
Industry Professional
Prompt Health
San Francisco, California
Aging in Place, Aphasia & Communication Disorders, Burns, Cancer, Chronic Conditions, Chronic Pain, Cognitive Rehabilitation, Ergonomics, Fitness, Feeding and Eating, Health Data, Home Modifications, Leadership, Medication Management, Multiple Sclerosis, Neurorehabilitation, Orthopedics & Musculoskeletal, Parkinson’s, Postural Orthostatic Tachycardia Syndrome (POTS), Rare Diseases, Sports Medicine & Performance, Spinal Cord Injury, Stroke, TBI, Trauma & PTSD, Vestibular & Balance Rehab, Wound Care
Destiney Carmichael
OTS
Student
Xavier University
Cincinnati, Ohio
Aging in Place, ADHD, Amyotrophic Lateral Sclerosis (ALS), Anxiety, Assistive Technology, Autism, Burns, Cancer, Cerebral Palsy, Chronic Conditions, Chronic Pain, CIMT, Cognitive Rehabilitation, Dementia, Dystonia, Ehlers-Danlos Syndrome, Fitness, Feeding and Eating, Functional Neurological Disorder (FND), Home Modifications, Insomnia & Sleep, Intellectual and Developmental Disabilities (IDD), Lymphedema, Maternal Health, Multiple Sclerosis, Nature-based, Neurodiversity, Neurorehabilitation, NICU, Obsessive-Compulsive Disorder (OCD), Orthopedics & Musculoskeletal, Osteogenesis Imperfecta, Parkinson’s, Pelvic Health, Prevention, Postural Orthostatic Tachycardia Syndrome (POTS), Rare Diseases, Rheumatic Diseases, Seating and Mobility, Sexuality/Intimacy, Social Determinants of Health, Spinal Cord Injury, Stroke, TBI, Trauma & PTSD, Vestibular & Balance Rehab
Virginia Padgett
OTS
Student
Xavier University
Verona, Kentucky
ADHD, Anxiety, Autism, Cerebral Palsy, Chronic Conditions, Chronic Pain, Fitness, Feeding and Eating, Home Modifications, Insomnia & Sleep, Intellectual and Developmental Disabilities (IDD), Leadership, Nature-based, Neurodiversity, NICU, Prevention, Postural Orthostatic Tachycardia Syndrome (POTS), Seating and Mobility
Conclusion
Hopefully this article helped you understand what occupational therapy for selective eating in autistic children entails.
This article is updated regularly based on newly released research. If you have any research you would like us to consider, please contact us.
OT Potential does not endorse any treatments, procedures, products, or therapists referenced herein. This information is provided as an educational service and is not intended to serve as medical advice. Anyone seeking medical advice should consult their medical provider.
Contributors
Sarah Lyon
OTR/L
Sarah Lyon, OTR/L, is the CEO of OT Potential. Sarah earned her BA from St. Olaf College and her master’s degree in occupational therapy from New York University. Her diverse clinical background spans multiple settings, including critical access, acute trauma, and state inpatient psychiatric hospitals. In 2011, she founded OT Potential to fulfill the industry's need for reliable, high-quality occupational therapy resources and continuing education.
As a recognized content creator, Sarah has collaborated with top healthcare brands like VeryWell Health, WebPT, and MedBridge. She blends her clinical expertise with a talent for creating clear, action-oriented content that empowers practitioners to excel. Passionate about elevating the OT profession, she has been featured on numerous industry podcasts. Sarah ultimately returned to her roots, running OT Potential and raising her family in her hometown of Aurora, Nebraska.
Britt St. John
PhD, MPH, OTR/L
Britt is an assistant professor in the Department of Rehabilitation Medicine at the University of Washington. She completed her graduate training at the University of Wisconsin-Madison, and a Fulbright postdoctoral fellowship at the Olga Tennison Autism Research Centre in Melbourne, Australia. As a Fulbright fellow, Dr. St. John culturally adapted and piloted a novel feeding intervention for Australian families, established an international consortium of research on feeding in autism, explored the lived experiences of autistic adults with feeding challenges, and led the consumer-engaged development of a sensory-modified hybrid protein chicken nugget. Her ongoing research is focused on understanding and addressing autistic feeding challenges in children, exploring the lived experiences of autistic adults with feeding challenges, continued community-engaged work to pilot acceptable sensory-modified foods, measuring the accessibility of feeding intervention services, and promoting the health and well-being for individuals with intellectual and developmental disability through community participation.
References
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Ausderau, K. K., John, B. M. S., Al-Heizan, M. O., Dammann, C., Chaudoir, S., & Sideris, J. (2024). Factor analysis of the feeding and eating in AutiSm Together Assessment. Research in Autism Spectrum Disorders.
Blennerhassett, C., Richards, M., & Clayton, S. (2025). Caregiver-Implemented Feeding Interventions for Autistic Children with Food Selectivity: A Systematic Review. Review Journal of Autism and Developmental Disorders.
Crist, W., & Napier-Phillips, A. (2001). Mealtime behaviors of young children: A comparison of normative and clinical data. Journal of Developmental and Behavioral Pediatrics: JDBP.
Feeding Flock. (2025). The Feeding Flock Tools. Feeding Flock.
Hladik, L., Ausderau, K., & St John, B. (2022). Experience and Perceptions of Mothers Participating in an In-Home, Parent-Mediated Feeding Intervention for Their Child With Autism. American Journal Of Occupational Therapy.
Hladik, L., St. John, B. M., Carbery, M., Gray, M., Drew, J. R., & Ausderau, K. K. (2023). Benefits and Challenges of a Telehealth Eating and Mealtime Intervention for Autistic Children: Occupational Therapy Practitioners’ Perspectives. OTJR: Occupation, Participation and Health.
Johnson, C. R., Brown, K., Hyman, S. L., Brooks, M. M., Aponte, C., Levato, L., Schmidt, B., Evans, V., Huo, Z., Bendixen, R., Eng, H., Sax, T., & Smith, T. (2019). Parent Training for Feeding Problems in Children With Autism Spectrum Disorder: Initial Randomized Trial. Journal of Pediatric Psychology.
Klein, M. D. (2023). The Get Permission Approach. Get Permission Institute.
McComish, C., Brackett, K., Kelly, M., Hall, C., Wallace, S., & Powell, V. (2016). Interdisciplinary Feeding Team: A Medical, Motor, Behavioral Approach to Complex Pediatric Feeding Problems. MCN: The American Journal of Maternal/Child Nursing.
SOS Approach to Feeding | Feeding Disorders in Children. (n.d.). SOS Approach to Feeding.
St. John, B., Chen, H.-T., Woolley, A., & Ausderau, K. (2025). Convergent Validity of the Feeding and Eating in AutiSm Together Assessment (FEAST). The American Journal of Occupational Therapy.
