FOOD

UNDERSTANDING YOUR CHILD’S ISSUES AROUND EATING AND FOOD. MEDICAL NEED (MUST BE REFERRED TO MEDICAL PROFESSIONAL) DIETARY NEED GENETIC ISSUE ALLERGY/INTOLERANCES BEHAVIOURAL NEED E.G. RESTRICTED INTAKE, FUSSY EATER, TEXTURES, CONSISTENCY, REFUSAL, ANXIETIES, PARENT/CARERS/FAMILY OWN ISSUES AROUND FOOD

WHERE TO EAT? BODY POSITION HEAD POSITION TABLE/CHAIRS RELAXATION EQUIPMENT

CHOKING AND FIRST AID

DESENSITISATION TOLERATE SMELL TOLERATE TOUCH HAND TOLERATE TOUCH LIPS MOUTH INSIDE AND OUT (PRESSURE) (MOVEMENT) MIRRORS CONTRAST E.G. HOT COLD; WET. DRY; SWEET SOUR; HARD SOFT.

HardSoft Texture e.g. ice, pasta, cereals, Texture e.g. mash potato, corn flour, ice cream, jelly, cooked pasta, spaghetti, marmite Solid ice lolliesliquid Temperature Colour smells Temperature Colour smells

FOOD LIQUIDIZED/PUREED FOOD AND SLOW ADDITION OF MUSH MIXED IN FINGER FEEDING DISSOLVABLE FOOD, WOTSIT, QUAVERS, PINK WAFER BISCUITS, CUSTARD, YOGURT CHOCOLATE BUTTONS, SKIPS COOKED VEGETABLES; BISCUITS; BREAD STICKS; CHEESE USING UTENSILS-SPOON-FORK-SPOON AND FORK-ADDING THE KNIFE LEARNING TO LOAD IMPLEMENT (HAND OVER HAND PROMPT) AND (LEAD BY EXAMPLE) LEARNING TO MOVE IMPLEMENT UP TO MOUTH LEARNING TO RETURN IMPLEMENT TO THE BOWL

DRINKS: HYDRATION - 70% OF THE BODY IS WATER THICKENERS MILK ADD A FLAVOUR WATER DRINKS (DUMMY TO BOTTLE TO CUP TO STRAW) RIBENA BOTTLE TO CUP TO BOX TO CARTON TO SQUEEZY BOTTLE TO FLASK TEMPERATURES AVAILABILITY

FOOD PLAY SCOOPING-YOGHURT; ICE CREAM; RAVIOLI; SCOOPING SAND; WATER; WASHING POWDER; CAKE MIX; DRIED PEAS; SOIL; WILL HELP WITH MOTOR PROGRAMMING FOR THE CHILD POURING-INTO & OUT OF DIFFERENT SIZED AND SHAPED CONTAINERS; DRIED AND WET ITEMS; WATERING PLANTS; BATH TIME WATER PLAY STABBING-MELON; COOKED CARROT; SAUSAGE PIECES STABBING-ENCOURAGE MARK MAKING IN PLAYDOUGH CUTTING-PLAYDOUGH CUT ROLLS

PREPARING OWN FOOD ICE LOLLIES ANGEL DELIGHT POURING MILK ONTO CEREAL TOAST SANDWICH SALAD FRUIT/VEGETABLES

PHYSICAL DEVELOPMENT TRY USING DIFFERENT UTENSILS CUPS/BOWLS/KNIFE/FORK/SPOON INITIALLY CHANGE EITHER SIZE, COLOUR OR MATERIAL THEY ARE MADE FROM. THESE ARE ALSO AVAILABLE WITH DIFFERENT ANGLES AND WEIGHTS. USE A NON SLIP MAT (DYCEM) OCCUPATIONAL THERAPY

PHYSICAL DEVELOPMENT CHEWING AND SWALLOWING COULD BE A MUSCULAR ISSUE SPEECH AND LANGUAGE THERAPIST WITH SPECIALISM IN THIS AREA.

An approach used in a special school in Area A to promote eating/social skills and language development. Pupils could have limited language and social skills, therefore the rules and communication are taught through twice daily snack times. There is a set procedure for learning sentences for example from “I want biscuit” to “Mrs Smith, could I have a green bowl with a long bread stick and some water in blue cup please.” Social rules are taught …hand up, turn taking, waiting, packing away, cleaning tables. Vocabulary is taught (maths-size; capacity; length; colour; shape) as well as variety of foods linked to preferences and topics. Pupils are encouraged to try a variety of food and drink to widen their diets. Pupils also are given different brands that may be eaten at home, to support wider diet and choice. Later developments include money change and exchange and running their own snack times.

EXAMPLES OF KEY VOCABULARY TEXTURE TASTE BITE CHEW LICK SUCK TONGUE LIPS MOUTH TEETH SWALLOW CHOKE NOSE BREATHING