The Autism Spectrum Food Activity Lab

Paul Hunt and Veronica VanCleave

Introduction and Background

Paul Hunt Veronica VanCleave

Sustainability A strong community like Chico values all aspects of sustainability. A community that values sustainability is a sturdy foundation for constructive growth and unique learning opportunities.

Social Sustainability Our focus today is on the area of social sustainability

● Community resources available to meet the needs of its citizens

Social Sustainability in Chico Chico Businesses Donation

Video

Local businesses giving to

their community.

Overview of Autism Spectrum DisorderAutism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. www.autismspeaks.org

● No assumptions can be made about an individual with ASDs. An individualized approach is crucial for those on the Autism Spectrum.

Overview of Autism Spectrum Disorder

● Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC) identify around 1 in 68 American children as on the autism spectrum–a ten-fold increase in prevalence in 40 years.

● Studies also show that autism is four to five times more common among boys than girls. An estimated 1 out of 42 boys and 1 in 189 girls are diagnosed with autism in the United States. www.autismspeaks.org

About the Autism Clinic ● The Autism Clinic is part of the Kinesiology Department in the College of

Communication and Education at California State University, Chico.

● The clinic combines multiple disciplines, resources, and support to allow continuous development in a positive environment for Chico State students, individuals with autism, and their families.

Staffed by graduate students and faculty, the clinic provides:

● A focus on sensory and motor needs● Development of interpersonal and self-regulation skills● Educational growth and community support● Support for language and cognitive development● Fitness and nutrition● Joint attention, play, and social interaction

Carli Ross Josie Blagrave Laney Case

About the Autism Clinic Services● Individualized sensory motor services● Diagnostic evaluations (ADOS)● KIDS:PLAY● SAFEE Program● Teen/Tween Group Fitness and Nutrition

● The Teen Group meets every Monday evening for 90 minutes to engage in fitness and nutrition activities in a supportive, fun and social environment. The nutrition activities take place in the CSU, Chico Food Lab, every other Monday. There are about 10 - 12 Teens involved.

○ CSU,Chico students from Kinesiology and Speech Pathology classes provide 1:1 support as a buddy for each teen in the Teen Group. (Very important)

What is the Autism Spectrum Food Activity Lab?

● The Autism Spectrum Food Activity Lab was developed to enhance the Teen Group by adding a food and nutrition education component to their health and wellness program

● The 45-minute sessions take place in the Nutrition and Food Science Food Lab and classroom in Tehama Hall

● Each session starts with a short presentation that introduces the topic of the session

Mission statement The project aims to promote healthy eating habits and a

positive regard for food through food science and nutrition-

centered activities in a fun, supportive and social environment.

Our Approach to Nutrition We believe in empowering every individual to form a healthy

relationship with food through increased knowledge and self-

confidence.

The Autism Clinic and Food/Nutrition

● The idea started in the fall 2014 with a conversation

between Paul and Josie

● Nutrition Instructor Ted Herrera and Professor Maria

Giovanni graciously and enthusiastically agreed to be

project advisors

● Veronica began to outline the project and research food

and nutrition interventions for teenagers with ASDs

General Findings ● Food and nutrition concerns related to Autism is a new area of

research

● Characteristics of Autism are associated with disordered eating habits (ie: picky eating related to differences in sensory stimulation)

● Eating disorders are prevalent in up to 90% of children with ASDs (picky eating)

● There are very few specific food and nutrition education interventions that have been researched for their effectiveness

Research Examples ● “Finally, it is critical to examine the outcomes of interventions designed to affect food selectivity in children with ASDs and to improve the nutritional status of this population of children” (Cermak and Curtin, 2010)

● “There is empirical evidence and an overall scientific consensus supporting an association between food selectivity and autism spectrum disorders” (Bauset and Zazpe, 2013)

● “The exploration of the adult trajectory of autism has only just begun and currently there are more questions than answers. Adequate nutrition-related health is vital to supporting as much independence as possible for these years” (Goldschmidt and Song, 2015)

References1. Cermak SA, Curtin C, Bandini LG. Food selectivity and sensory sensitivity in

children with autism spectrum disorders. Journal of the American Dietetic Association. 2010;110(2):238-246.

2. Mari-Bauset, S., Zazpe, I., Mari-Sanchis, A., Llopis-Gonzalez, A., & Morales-Suarez-Varela, M. (2013). Food Selectivity in Autism Spectrum Disorders: A Systematic Review. Journal of Child Neurology, 29(11), 1554-1561.

3. Goldschmidt, J., & Song, H. (2015). At-Risk and Underserved: A Proposed Role for Nutrition in the Adult Trajectory of Autism. Journal of the Academy of Nutrition and Dietetics, 115(7), 1041-1047.

Input from Teen Group Parents 1) Do you have any concerns with regards to your son or daughter's nutrition/diet?

2) What food preparation/nutrition related topics would you like addressed?

3) What is one overall message that you would like your son or daughter to

receive through this experience?

Results: ● Most common concern: Food selectivity - “picky eating” ● Most common topics: Food variety and acceptance

Input from the Teen Group

Most Common Favorite Foods● Pizza

● Macaroni and cheese

● Quesadillas

Most Common Food Prep Skills● Assembly

Draw your favorite meal on this plate

How do you make your favorite meal?

Examples of ideas formed from Teen Group feedback

Bringing an idea to life ● Considerations and Limitations

○ Safety○ Space○ Funding○ Time○ Food Allergies

Bringing an idea to life

● Resources○ NFSC advisors and use of Food Lab

○ NFSC courses (Science of food, nutrition

education/counseling)

○ Autism Clinic Staff and Students

○ Autism Speaks and other ASDs

specialists

○ Social networks like Pinterest

Designing materialEducation Theories● Social Cognitive Theory ● Theory of Planned Behavior ● Satter Eating Competence Model

Goals and Objectives● Goal: To foster a healthy relationship with food.

● Objectives

● To increase acceptance of food variety

● To increase interest in food preparation

● To increase self confidence with regard to food choices and preparation(Difficult to measure! )

Are you a Competent Eater? Consider the four parts of EC:

1. Do you feel good about food and about eating—and feel good about feeling good?

2. Do you like a variety of food and enjoy learning to like new food?3. Do you trust yourself to eat enough for you? 4. Do you take time to eat? To have regular meals (and snacks) and

pay attention when you eat?

ellynsatterinstitute.org

Designing Research● Questionnaires

Food Lab activities ● Encouraging variety

○ Smoothies ○ Pizza activities - zucchini crust, cauliflower crust, and make-your-own○ Non-dairy icecream ○ All about pumpkins○ Fruits, veggies and sweet vs savory dip

● Increasing knowledge and interest ○ Fun food facts○ Food science videos ○ Demonstrations and engaging with food during presentations

● Increasing self confidence ○ Building upon skills - blenders and microwaves ○ “Pizza your way” flexible way to go about making a fun snack with foods at

home○ Engaging with new or typically un-accepted foods

Food Lab activities Examples● Whole Grains ● Makin’ Cauliflower Mac and Cheese● Making pizza at home● Making Non-Dairy Ice Cream● All About Pumpkins● Juice Tasting Activity

What Does “Whole Grain Bread” Mean?

Lets look at what's inside a single grain

Makin’ Mac and Cheese: Food Lab Style

Crust Sauce Cheese Toppings

Making pizza at home

Making Non-Dairy Ice Cream

Frozen, peeled bananas

All it takes is some time and heat to turn the hard, tough flesh of a pumpkin into a soft, sweet “dough” that can be used to make a lot of different kinds of food.

Pumpkins are about 90% water

Juice Tasting Worksheet Can you guess the 3 fruits and/or veggie in these 3 different juice blends? Juice A , Juice B and Juice C are all slightly different combinations of these ingredients:

You have the option of tasting juices A, B and C and using your tastebuds as a detective to identify the 3 ingredients in each type of juice!

If you have time, write down the flavors that you detect at the bottom of your worksheet: salty bitter sour sweet umami

Field Trip to the Compost Garden

Recipe Booklets

Certificate Ceremony

● Parents of teens join us for the last Teen Group session of each semester

● Each teen receives an honorary certificate from Chef Teo (Ted) with the title of “Junior Food Scientist”

Meeting our Goals and Objectives - Outcome Some examples of parent feedback and teen responses:

Have you noticed any change in your son or daughter's attitude or knowledge about food/nutrition after their experience in the food lab? If so, please explain:

● “...he really is branching his pallet. Trying and enjoying new things. Last semester help motivated that.”

● “Your program has made a huge difference for us. He does not hesitate to drink a Kale smoothie!”

● “He is more interested in the cooking process and wants to make food independently.”

What are two words that describe your experience in the food lab today? ● ”Interesting and yummy”● “Fun and creative” ● “Tasty and fun”, ● “Good pizza” ● “Spicy and sweet”

Meeting our Goals and Objectives - Outcome

● Observations from Autism Clinic clinicians

● Our observations

What’s next? ● Nutrition Student Team

● Associated Students Sustainability Compost Garden

● Building on what we have been learning (Junior Culinarians)

● Incorporating more food science and food sensory

● Obtain more valuable feedback to evaluate effectiveness

● Further research

Thank you for coming!

Any questions or comments?