Using food aversion to decrease severe pica by a child with autism.
A few bad-taste pairings can stop plastic pica in preschoolers with autism without hurting play.
01Research in Context
What this study did
A preschool boy with autism kept eating plastic. Doctors call this pica.
The team paired the plastic with a tiny bit of bad-tasting food. This is food-aversion therapy.
They watched him in class, on the playground, and with new staff to see if the trick worked everywhere.
What they found
Plastic eating dropped to zero after only a few pairings.
The boy still played with toys and stayed happy. The change lasted with new adults and new rooms.
How this fits with other research
Thomas et al. (2023) later showed parents can do the job at home. They added response cost and kept the gain for a full year in a teen.
Rojahn et al. (1987) used water-mist punishment on a teen. It worked, but the mist startled the child. Food aversion feels gentler and still hits zero pica.
Lord et al. (1986) proved you can cut pica without any aversive at all. They gave more staff play and removed a helmet. The two studies seem opposite, yet both win. Pick the path that fits your setting and ethics.
Why it matters
You now have three proven tools: mild taste aversion, water mist, or simple attention shifts. If parents worry about punishment, start with the 1986 attention plan. If danger is high and time is short, a quick food pair can give immediate relief. Always track toy play and mood to be sure the fix does no harm.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Pick the most eaten non-food item, dip it in safe bitter solution, and record pica and play for one week.
02At a glance
03Original abstract
Food aversion was shown to be effective in the reduction of plastic pica by a 4-year-old boy with autism. The participant was suffering from digestive complications due to the ingestion of plastic from a variety of toys. The intervention was initially conducted in the child's preschool classroom during instructional periods and was systematically generalized to the entire preschool classroom, and eventually to both classrooms within the preschool and across 25 teachers. The success of the intervention in decreasing pica was enhanced by its achievement in not reducing interactions with toys, considering appropriate play skills were a target goal.
Behavior modification, 2006 · doi:10.1177/0145445504272970