Making the most of mealtimes (166.74 kB)

Vince LaMarca, certified behavior analyst and editor at the Lovaas Institute - Indianapolis

The following list was created by parents and advisers of the Lovaas Institute. The ideas are not necessarily innovative or great. Indeed, in the words of one parent, "sometimes the little things are the most important."

Setting the table

The action of setting the table can be simplified in a pairing. Plot on the edges of the mats of a dish, a glass and one or more utensils. Secondly, given to your child / dishes, glasses and utensils so that they have in the corresponding spaces.

Set aside one or more objects so that your child should ask, and Encourage showing the element that is missing to finish set the table. Have your son / daughter glasses and / or plates bearing images of his favorite characters, like Spider-Man or Barbie, and teach him to seek the plate, cup or even placed it needs.

Prepare to eat

For cereal or oatmeal, instead of pouring water or milk in the bowl of your child, pour a little 'in a bowl so that your child can pour themselves over cereal or oatmeal. To prepare other dishes ask your child to take the ingredients one by one and place them on the table (indicating Encourage or using words or images). If necessary, dose of the ingredients in cups to allow the child to more easily put them in a bowl. If your child needs more help, the ingredients separate into two sets of cups, one for you and one for him, and teach them to imitate you as you take a cup and pour the contents into the bowl.

Instead of just asking the ingredients, make the interaction more like a conversation in which your child must complete the sentences. "We need the eggs. The eggs are in the ..." If your child does not speak but can read and write can also make the interaction more like a conversation through the written word. For example, write "We need the eggs. The eggs are in the ..." and teach your child to complete the sentence in your own handwriting or looking for the correct word among many of the ticket with the written word.

If your child has little experience in the kitchen, show them how to do it so that it can imitate (eg, pour the water and your child will pay the rest, stir, then leave it to your child).

Cooking is an opportunity to practice with the action sequences. For example, you have the cups on the table with the ingredients in the right order and teach your child to say what is the first, second, third and so on. (Eg "Before we pour the oatmeal, then pour the water, then put everything in the microwave). Or, use pictures and teach your child to sort them according to the procedure of preparation.

Clean

Once finished eating, teach your child to remove from the table, his plate and his glass in the sink or put them directly, but you can also start from cutlery. If necessary, use the procedure to be imitated and adapted to your child.

Rewarding your child

At first you may need to reward your child immediately after the end of some of these new activities. You may need to use reinforcements quickly and easily manage them as a favorite food or a bounty system. As soon as your child becomes familiar with the activities, try to extend the time interval between the reinforcements and / or help yourself gradually reinforcements already present in the natural environment (such as the food you are eating or attention on your part).

Original document from the site of ' Lovaas Institute Translation by This e-mail address is being protected from spambots. You need JavaScript enabled to view it >George Antonioli