ABSTRACT
Pediatric feeding disorders (PFDs) lack a universally accepted definition. Feeding disorders require comprehensive assessment and treatment of 4 closely related, complementary domains (medical, psychosocial, and feeding skill-based systems and associated nutritional complications). Previous diagnostic paradigms have, however, typically defined feeding disorders using the lens of a single professional discipline and fail to characterize associated functional limitations that are critical to plan appropriate interventions and improve quality of life. Using the framework of the World Health Organization International Classification of Functioning, Disability, and Health, a unifying diagnostic term is proposed: "Pediatric Feeding Disorder" (PFD), defined as impaired oral intake that is not age-appropriate, and is associated with medical, nutritional, feeding skill, and/or psychosocial dysfunction. By incorporating associated functional limitations, the proposed diagnostic criteria for PFD should enable practitioners and researchers to better characterize the needs of heterogeneous patient populations, facilitate inclusion of all relevant disciplines in treatment planning, and promote the use of common, precise, terminology necessary to advance clinical practice, research, and health-care policy.
Subject(s)
Feeding and Eating Disorders/classification , Gastroenterology/standards , Pediatrics/standards , Child , Child Nutrition Sciences/standards , Child Nutritional Physiological Phenomena , Consensus , Humans , International Classification of Diseases , International Classification of Functioning, Disability and Health , World Health OrganizationABSTRACT
This study examined the inclusion of familiar and unfamiliar stimuli in a paired-stimulus preference assessment and subsequent progressive-ratio reinforcer assessment for 3 children with an autism spectrum disorder (ASD). Results showed that highly preferred unfamiliar stimuli functioned as reinforcers. These findings suggest that the inclusion of unfamiliar stimuli in preference assessments may facilitate the identification of additional reinforcers for children with an ASD.
Subject(s)
Autistic Disorder/rehabilitation , Behavior Therapy , Developmental Disabilities/rehabilitation , Reinforcement, Psychology , Autistic Disorder/psychology , Child, Preschool , Discrimination, Psychological , Female , Humans , Male , Reinforcement Schedule , Reproducibility of ResultsABSTRACT
Habituation has recently been addressed within the operant conditioning paradigm. While the literature on this topic is growing, the examination of dishabituation, a fundamental characteristic of habituation, remains limited. This study expanded research on habituation of operant responding in non-human animals to research involving humans. Specifically, dishabituation and stimulus specificity were examined under a variety of conditions involving changes in the reinforcer type, reinforcement schedule, reinforcer amount, and selected properties of the antecedent stimuli for a computerized task with 46 undergraduate students. An additional 3 participants were exposed to a control condition. Evaluation of within session patterns of responding indicates that the introduction of stimulus changes into the operant context reliably produced dishabituation of operant responding in humans.
