The current study investigated the effectiveness of stating and modeling contingencies in increasing food consumption for two children with food selectivity. Results suggested that stating and modeling a differential reinforcement (DR) contingency for food consumption was effective in increasing consumption of two target foods for one child, and stating and modeling a DR plus nonremoval of the spoon contingency was effective in increasing consumption of the remaining food for the first child and all target foods for the second child.
AhearnW. H. (2002). Effect of two methods of introducing foods during feeding treatment on acceptance of previously rejected items. Behavioral Interventions, 17, 111-127.
2.
AhearnW. H.CastineT.NaultK.GreenG. (2001). An assessment of food acceptance in children with autism or pervasive developmental disorder-not otherwise specified. Journal of Autism and Developmental Disorders, 31, 505-511.
3.
BachmeyerM. H. (2009). Treatment of selective and inadequate food intake in children: A review and practical guide. Behavior Analysis in Practice, 21, 43-50.
4.
BanduraA. (1965). Influence of models’ reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589-595.
5.
FisherW.PiazzaC. C.BowmanL. G.HagopianL. P.OwensJ. C.SlevinI. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491-498.
6.
FreemanK. A.PiazzaC. C. (1998). Combining stimulus fading, reinforcement, and extinction to treat food refusal. Journal of Applied Behavior Analysis, 31, 691-694.
7.
GreerR. D.DorowL.WilliamsG.McCorkleN.AsnesR. (1991). Peer-mediated procedures to induce swallowing and food acceptance in young children. Journal of Applied Behavior Analysis, 24, 783-790.
8.
LeBlancL. A.CoatesA. M.DaneshvarS.Charlop-ChristyM. H.MorrisC.LancasterB. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253-257.
9.
LevinL.CarrE. G. (2001). Food selectivity and problem behavior in children with developmental disabilities. Behavior Modification, 25, 491-498.
10.
PenrodB.GardellaL.FernandJ. (2012). An evaluation of a progressive high-probability instructional sequence combined with demand fading in the treatment of food selectivity. Journal of Applied Behavior Analysis, 45, 527-537.
11.
PierceW. D.CheneyC. D. (2008). Behavior analysis and learning (4th ed.). New York, NY: Psychology Press.
12.
SchreckK. A.WilliamsK.SmithA. F. (2004). A comparison of eating behaviors between children with and without autism. Journal of Autism and Developmental Disorders, 34, 433-438.
13.
ShererM.PierceK. L.ParedesS.KisackyK. L.IngersollB.SchreibmanL. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “Self” or “Other” as a model?Behavior Modification, 25, 140-158.
14.
Shipley-BenamouR.LutzkerJ. R.TaubmanM. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 165-175.
15.
SiraB. K.FrylingM. J. (2012). Using peer modeling and differential reinforcement in the treatment of food selectivity. Education & Treatment of Children, 35, 91-100.
