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Nutrition Interventions for Children with Special Health Care Needs

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Section 2 - Problem-Based <strong>Nutrition</strong> <strong>Interventions</strong><br />

Example Most likely to occur when… Least likely to occur when…<br />

Rein<strong>for</strong>cer: Attention<br />

(Adult’s Behavior)<br />

• encouraging<br />

• looking at the child<br />

• talking to the child<br />

• explaining<br />

• approaching<br />

• touching<br />

• taking to time-out<br />

• helping<br />

• wiping nose or eyes<br />

• repeating<br />

• asking<br />

• scolding<br />

Rein<strong>for</strong>cer: Escape<br />

(Child’s Behavior)<br />

• ignoring<br />

• not doing the task<br />

• screaming<br />

• being sent to timeout<br />

• turning away<br />

• being passive<br />

• doing it poorly<br />

• self-injury<br />

• aggression<br />

• charming behavior<br />

• asking questions<br />

• changing positions<br />

• going to the<br />

bathroom<br />

• vomiting<br />

• attention is diverted from child<br />

• adult is occupied <strong>with</strong> a task<br />

• attention was briefly removed<br />

• a more high quality attention<br />

can be gained<br />

• another individual enters who<br />

has diverted attention in the<br />

past<br />

• some change occurs in the<br />

environment which signals the<br />

child that attention is about to<br />

be diverted<br />

• it has resulted in attention in<br />

the past<br />

• a non-preferred activity is<br />

occurring<br />

• a task is presented<br />

• a request is made<br />

• something in the environment<br />

leads the child to believe a task<br />

or request will be presented<br />

• the environment is unpleasant<br />

to the child (sensory overload)<br />

• a non-preferred activity has<br />

occurred in the setting in the<br />

past<br />

• the behavior has resulted in<br />

escape in the past<br />

• child is receiving one-onone<br />

attention<br />

• the environment is free<br />

of anything that might<br />

lead the child to believe<br />

that the attention might<br />

be interrupted<br />

• high quality attention is<br />

as reliably, easily, and<br />

quickly available through<br />

some other low-ef<strong>for</strong>t<br />

behavior and the child<br />

has used it often in the<br />

past<br />

• the child is engaged in<br />

an activity of his own<br />

choosing<br />

• the environment is free<br />

of anything that might<br />

lead the child to believe<br />

that a request will be<br />

made or a non-preferred<br />

activity might occur<br />

• there is an alternative<br />

way to avoid or escape<br />

the setting, activity,<br />

or task that is just as<br />

reliable, quick, and<br />

easy…and the child has<br />

used it effectively in the<br />

past<br />

<strong>Nutrition</strong> <strong>Interventions</strong> <strong>for</strong> <strong>Children</strong> With <strong>Special</strong> <strong>Health</strong> <strong>Care</strong> <strong>Needs</strong> 115

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