Treating Food Refusal & Selectivity - Part 2

For understanding how assessment informs feeding intervention choices, Christine Austin's recorded Part 2 reviews food refusal and selectivity in children with autism. She examines escape extinction packages, parent participation, and medical and ethical considerations, alongside the simpler approaches reviewed from Part 1.

Presenter biographies: Christine Austin.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.

Austin reviews indirect feeding questionnaires, descriptive observations, food preference assessments, and mealtime functional analysis before examining intervention packages.

The main discussion examines escape extinction with differential reinforcement and parent implementation studies, including possible increases in problem behavior, aversive mealtimes, and limited social validity evidence.

The closing sections address medical team involvement, informed consent, monitoring, internal review, and research gaps in autism-specific replications and single-subject studies.

What does this recording cover?

• Austin compares indirect questionnaires, descriptive analysis, and direct food preference assessments.
• The review distinguishes escape, attention, and tangible conditions in mealtime functional analysis.
• Parent implementation studies examine escape extinction combined with differential reinforcement.
• The ethical discussion addresses informed consent, team involvement, and review of intervention data.

Recording context: The recording's date is unconfirmed, and its literature review describes a 2010 study as recent.

Three selected learner comments

The six-item evaluation mean was 3.92/5 across 26 complete responses, from 273 recorded rating responses. This mean includes only complete six-score responses. Source: Special Learning's course evaluation records, snapshot October 11, 2026.

Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results or a claim that these comments represent every learner.

First course with Special Learning in awhile. I appreciate the presentations.

Course evaluation response, 2023

have downloadable forms to use (like data collection sheets)

Course evaluation response, 2023

Include some visuals. I’m a visual learner and having something to reference rather than just watching the speaker the entire time would’ve been extremely helpful and made it more engaging.

Course evaluation response, 2023

Explore related recorded discussions

• Treating Food Refusal & Selectivity: Part 1
• Language-Based Instruction for Children with Autism
• View this course's purchase and access details