Response Blocking to Identify Inappropriate Self-Feeding as a Motivation or a Skill Deficit.
A 5-minute response-blocking probe tells you whether to teach utensil skills or reinforce motivation when kids finger-feed past the toddler stage.
01Research in Context
What this study did
Seven toddlers still finger-fed most meals. The team ran a 5-minute probe. They blocked every finger-feed and watched what happened next.
If the child grabbed the spoon and tried, they called it a skill deficit. If the child gave up or cried, they called it a motivation deficit. Then they picked a matching treatment.
What they found
The quick probe got every kid’s label right. Six of the seven kids ate with utensils after the tailored plan. Skill kids got step-by-step spoon lessons. Motivation kids got bites of favorite food for trying.
How this fits with other research
Baker et al. (2005) used the QABF survey to sort feeding functions in older clients with severe ID. M et al. now give you a 5-minute real-time test for toddlers. Same goal — different age, different tool.
Tassé et al. (2013) warned that ABC narrative recording only matched later tests half the time. The new response-blocking probe hit 100 % accuracy here, so it may replace that weaker shortcut.
Scior et al. (2023) reviewed dozens of feeding studies and said we still don’t know when to start parent training. M et al. answer a simpler first question — skill or motivation — so you can pick the right treatment before you even call the parent in.
Why it matters
You no longer need a long interview or fancy form. Block the finger-feed once and watch. If the child tries the spoon, teach utensil use. If they stop eating, boost motivation with tiny preferred bites. Either way you start the right plan on day one instead of guessing for weeks.
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02At a glance
03Original abstract
Persistent inappropriate self-feeding (e.g., finger-feeding food typically consumed using a utensil after 14-24 months of age) is common for children with neurodevelopmental disorders and other delays and can result in energy and nutrient deficiencies. Although interventions for problematic feeding behavior are common, there is limited information for children without a pediatric feeding disorder who self-feed but exclusively do so inappropriately. We used a proactive approach, with a foundation in the skill-acquisition literature, to address the inappropriate self-feeding of seven children with neurodevelopmental disorders or other delays but without a feeding-related diagnosis. We first evaluated response blocking as an assessment to identify motivation and skill deficits. The assessment identified a skill deficit, a motivation deficit, and a combined deficit for four, two, and one participant, respectively. These results informed treatment for six of the seven participants. Treatment for a motivation deficit included response blocking with and without programmed differential reinforcement. Treatment for a skill deficit included backward chaining with response blocking and programmed differential reinforcement. Treatments were generally successful for all six participants. We discuss the usefulness and implications of response blocking as a brief assessment for inappropriate self-feeding.
Behavior modification, 2025 · doi:10.1177/01454455241306090