A behavioral approach to the training and assessment of feeding skills in multihandicapped children.

In the present study, a behavioral program for training feeding skills was evaluated using a multiple-baseline experimental design. Six hospitalized mentally retarded-behaviorally disordered children served as subjects. Three groups of two subjects each were instructed in three feeding skills: chewing with mouth closed, appropriate utensil use, and appropriate napkin use. Training consisted of praise for appropriate display of target behaviors; on occurrence of inappropriate behavior, the following sequence was carried out: 10-second time-out; instruction in appropriate behavior including modeling and manual guidance; and behavioral rehearsal. Results indicated positive behavior change in training sessions and in immediately succeeding sessions during which training was withheld. Furthermore, behavioral gains were judged to be clinically significant by a group of independent observers. Modest generalization and maintenance of training effects were also evidenced.