Addressing Mealtime Behaviours of Children with Autism Spectrum Disorders in Schools: A Qualitative Study with Educators in Mumbai, India

Autor/inn/en	Padmanabhan, Pujitha Sriram; Shroff, Hemal
Titel	Addressing Mealtime Behaviours of Children with Autism Spectrum Disorders in Schools: A Qualitative Study with Educators in Mumbai, India
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 2, S.198-206 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1738794
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Students with Disabilities; Foreign Countries; Eating Habits; Student Behavior; Nutrition; Preadolescents; Behavior Problems; Intervention; School Policy; Food; Stress Variables; Communication Skills; Hunger; Barriers; India + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Ernährungsgewohnheit; Essgewohnheit; Student behaviour; Schülerverhalten; Ernährung; Pre-adolescence; Präadoleszenz; Schulpolitik; Lebensmittel; Kommunikationsstil; Indien
Abstract	This study was conducted to explore the experiences of educators with mealtime behaviours of children with a diagnosis of Autism Spectrum Disorders (ASD) in schools, and to explore the strategies undertaken in schools to improve nutrition among these children. In-depth interviews were conducted with 13 educators of various special schools across Mumbai. They described their experiences with 3-11 year-old children with a diagnosis of ASD. Four themes emerged from this study: reasons for disruptive mealtime behaviours, using mealtimes as opportunities for indirect learning, strategies used to avoid disruptive mealtime behaviours, and school policies regarding food and nutrition. The presence of sensory stressors, changes in break-time schedules, and inability to communicate hunger were identified as main reasons for disruptive mealtime behaviours in the classroom. Strategies to tackle these behaviours were discussed. Most educators reported that their school followed a strict 'no junk-food' policy. The perspective of educators is important to understand the mealtime behaviours of children with ASD in school settings. The initiatives taken at the school-level are valuable as they provide a different approach and diverse strategies that may work to improve the food intake and nutrition of children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01