Pediatric feeding disorders: a quantitative synthesis of treatment outcomes.

A systematic review of the literature regarding treatment of pediatric feeding disorders was conducted. Articles in peer-reviewed scientific journals (1970-2010) evaluating treatment of severe food refusal or selectivity were identified. Studies demonstrating strict experimental control were selected and analyzed. Forty-eight single-case research studies reporting outcomes for 96 participants were included in the review. Most children presented with complex medical and developmental concerns and were treated at multidisciplinary feeding disorders programs. All studies involved behavioral intervention; no well-controlled studies evaluating feeding interventions by other theoretical perspectives or clinical disciplines met inclusion criteria. Results indicated that behavioral intervention was associated with significant improvements in feeding behavior. Clinical and research implications are discussed, including movement toward the identification of key behavioral antecedents and consequences that promote appropriate mealtime performance, as well as the need to better document outcomes beyond behavioral improvements, such as changes in anthropometric parameters, generalization of treatment gains to caregivers, and improvements in nutritional status.

Comparing functional assessment methodologies: a quantitative synthesis.

There has been much research concerning functional assessment over the past 20 years, but several important research considerations have yet to be explained. One is the comparison of different types of functional assessment (e.g., experimental functional analysis and non-experimental functional assessment). The current study aims to compare the different methodologies of functional assessment and their effectiveness in ascribing function to a target behavior and in the treatment selection that follows such an assessment. Quantitative synthesis data were used to answer questions regarding behavioral function, assessment type, and treatment effectiveness. Results indicate that assessment type can impact treatment effectiveness and that there is a relationship between behavior type and ascribed function.

Combined descriptive and explanatory information improves peers' perceptions of autism.

Authors examined the combined effects of descriptive and explanatory information on peers' perceptions and behavioral intentions toward an unfamiliar child with autism. Children (N = 576; M age = 10.06) were randomly assigned to view two videotapes of a boy engaging in typical and autistic behaviors receiving either descriptive (AUT-D) or descriptive and explanatory information (AUT-D + E). Children responded to measures of attitudes (Adjective Checklist) and behavioral intentions (Shared Activities Questionnaire). Children rated the typical boy more favorably than the boy showing autistic symptoms. When compared to descriptive information alone, the combination of descriptive and explanatory information resulted in improved third- and fourth-graders' but not fifth-graders' attitudes toward the child with autism. Combined information improved behavioral intentions across grades; however, girls (vs. boys) were more responsive to information as evidenced by differences in academic intentions. The combination of descriptive and explanatory information about autism appears to have a positive effect on children's attitudes and behavioral intentions. Implications of the findings are briefly discussed as well as study limitations and recommendations for future research.