Developmental Trajectories of Feeding Problems in Children with Autism Spectrum Disorder.
autism spectrum disorder
feeding problems
food selectivity
preschoolers
Journal
Journal of pediatric psychology
ISSN: 1465-735X
Titre abrégé: J Pediatr Psychol
Pays: United States
ID NLM: 7801773
Informations de publication
Date de publication:
01 09 2019
01 09 2019
Historique:
received:
10
09
2018
revised:
17
03
2019
accepted:
18
04
2019
pubmed:
16
5
2019
medline:
1
7
2020
entrez:
16
5
2019
Statut:
ppublish
Résumé
Although feeding problems are a common concern in children with autism spectrum disorder (ASD), few longitudinal studies have examined their persistence over time. The purpose of this study was to examine the developmental progression of feeding problems across four time points in preschoolers with ASD. Group-based trajectory analyses revealed four distinct trajectories of feeding problems in our sample (N = 396). The majority of children showed levels of feeding problems that were low from the outset and stable (Group 1; 26.3%) or moderate and declining over time (Group 2; 38.9%). A third group (26.5%) showed high levels of feeding problems as preschoolers that declined to the average range by school age. Few participants (8.3%) showed evidence of severe chronic feeding problems. Feeding problems were more highly correlated with general behavior problems than with autism symptom severity. Overall, our findings demonstrated that in our sample of children with ASD, most feeding problems remitted over time, but a small subgroup showed chronic feeding problems into school age. It is important to consider and assess feeding problems in ASD against the backdrop of typical development, as many children with ASD may show improvement with age.
Identifiants
pubmed: 31089730
pii: 5489463
doi: 10.1093/jpepsy/jsz033
pmc: PMC6705712
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
988-998Informations de copyright
© The Author(s) 2019. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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