Eating and Sensory Features of Children With Autism Spectrum Disorder and Their Typically Developing Peers

Abstract

Abstract Importance: Impaired sensory processing is associated with eating problems. There seem to be no previous studies that compare those who have autism spectrum disorder (ASD) with eating problems (ASD–W) and those with ASD without eating problems (ASD–WO) with typically developing (TD) groups. Comparisons are expected to provide further knowledge to guide the intervention programs. Objective: To investigate differences among ASD–W, ASD–WO, and TD groups in eating and sensory features; to detect associations between sensory and eating behaviors and any most involved sensory dimensions; and to search for age-related differences in sensory and eating features in ASD. Design: Nonrandomized comparison study. Setting: Questionnaires administered as parent interviews. Participants: A total of 165 children were recruited: 117 with ASD and 48 TD children. Outcomes and Measures: Standardized questionnaires: the Brief Autism Mealtime Behaviors Inventory for eating problems; the Short Sensory Profile and the Sensory Experience Questionnaire for sensory problems. Results: The ASD–W group showed generalized, impaired eating behaviors and turned out to be the most impaired with regard to sensory responsiveness. No differences in feeding behaviors were found between the ASD–WO and TD groups. All children with ASD showed sensory hyper- or hyporesponsiveness. Four main sensory dimensions were found to be associated with eating behaviors in ASD. No age differences were found in the eating and sensory behaviors of children with ASD. Conclusions and Relevance: Differing eating and sensory profiles were found between the ASD and TD groups, especially in children with ASD–W. Early eating interventions using sensory stimulations are strongly recommended. What This Article Adds: This study reports novel information derived from the comparisons of children with ASD with eating problems and those with ASD without eating problems with typically developing groups of children.