Teaching Chopstick Use to Children With Autism Spectrum Disorder During Pseudo-Meals

Abstract

Study objectives: Teaching children with autism spectrum disorder during pseudo-meals to use chopsticks, and examining the effects of the training and generalization to actual meals. Design: Inter-subject multiple-baseline design. Setting: Research facilities and the participants’ homes. Participants: 2 preschool children with autism spectrum disorder. Intervention: A behavior analysis approach using visual prompts and reinforcement was employed. The training in the skill of holding chopsticks included a time-delay procedure, visual prompts, and reinforcement of appropriate responses during the pseudo-meals. The training in the skill of picking up an object with chopsticks was also conducted with reinforcement of appropriate responses during the pseudo-meals. Outcome measures: The percentage of appropriate responses calculated from the number of prompts required for holding chopsticks, and the percentage of the appropriate responses when picking up an object with chopsticks during pseudo-meals. Parent’s ratings of chopstick use and the performance of holding the chopsticks during actual meals. Results: The children’s skill in using chopsticks improved greatly during the pseudo-meals; this improvement generalized to actual meals. Conclusion: Behavior analysis training in chopstick use during pseudo-meals may be useful for improving chopstick skills in children with autism spectrum disorder.