Reduction of Rapid Eating in an Adolescent Female with Autism

Use of a Preassessment to Inform Treatment of Rapid Eating

Rapid eating is a common and potentially dangerous behavior among individuals diagnosed with autism spectrum disorder (ASD; Favell et al. Behavior Modification, 4, 481-492, 1980). Although limited research has shown efficacy in treating rapid eating using procedures that increase interresponse time between bites, the literature on preassessment methods to inform treatment remains limited. Therefore, the purpose of the present study was to replicate and extend procedures used by Page et al. Behavior Analysis in Practice, 10, 87-91 (2016) to effectively reduce the rapid eating of an adolescent male diagnosed with ASD through the incorporation of a preassessment and treatment package including a vibrating pager, vocal rule, and response blocking. Overall, results of the study demonstrated that the preassessment was effective in determining foods to be included in treatment, and the treatment package was effective in increasing average interresponse time between bites. Additions to the current literature as well as limitations to be addressed in future research are discussed.

Decreasing Number of Food Portions Consumed by an Adolescent Female with Autism

The current study evaluated the effectiveness of a treatment package including a behavior contract, brief portion selection training, and a food diary, to manage portion control in an adolescent female with autism. The behavior contract specified a reinforcement contingency for meeting a weekly goal that described how many servings the participant may consume but should not exceed during meals consisting of target foods. Results of the study demonstrated that the treatment package was successful in managing the number of portions the participant consumed across treatment and generalization sessions. • The flexible nature of the intervention may lead to greater treatment adherence • The intervention was rated with high social acceptability. • The intervention is generalizable to other naturalistic contexts. • The intervention may promote independence through teaching self-management skills.