title: Teaching chewing: a structured approach.
abstract: OBJECTIVE
  A structured intervention was used to teach chewing to two children with special needs. Neither child had a history of chewing or eating high-textured food.
  
  
  METHODS
  The intervention combined oral-motor and behavior components to teach chewing. A multiple baseline design was used to evaluate treatment effectiveness.
  
  
  RESULTS
  Both children improved their chewing skills while increasing the texture of foods eaten and the variety of foods eaten.
  
  
  CONCLUSIONS
  This structured intervention could be used to teach chewing to a range of children who did not acquire this skill during normal development.
authors.affiliation: Community Services Group, Lancaster, PA, USA.
authors.forename: Nicholas
authors.initials: N
authors.lastname: Eckman
authors.forename: Keith E
authors.initials: KE
authors.lastname: Williams
authors.forename: Katherine
authors.initials: K
authors.lastname: Riegel
authors.forename: Candace
authors.initials: C
authors.lastname: Paul
mesh_terms: D002648:Child; D002675:Child, Preschool; D019959:Feeding and Eating Disorders of Childhood / Q000534:rehabilitation*; D006801:Humans; D008297:Male; D008409:Mastication; D009048:Motor Skills; D009788:Occupational Therapy / Q000379:methods*