Treatment of atypical anorexia nervosa in the public school: an autistic girl.
Tiny food-exposure steps can end atypical anorexia in autistic students, but only if you pair teachers with a feeding-trained BCBA.
01Research in Context
What this study did
A public school team treated one autistic girl who would not eat. They used tiny, step-by-step food exposures at lunch.
The plan was written like a desensitization script you might use for a dentist visit. Staff moved from just looking at food to tasting it.
What they found
The girl began eating school lunch after a few weeks. She kept the weight she had lost off.
The authors warn the win came only after many meetings and outside expert help. Teachers alone did not have the skill set.
How this fits with other research
Castaño Novoa et al. (2024) later used the same desensitization idea in a dental clinic. Autistic adults learned to sit for cleanings without sedation. This shows the trick works past the lunchroom.
Pimentel Júnior et al. (2024) reviewed 32 papers and found most dentists still skip desensitization. The 1980 case proves schools can do it, yet the 2024 review says clinics rarely try.
Leng et al. (2024) asked clinicians about autism-friendly eating-disorder care. They wanted clearer guides. The 1980 study gives one clear guide: tiny food steps, daily, with a BCBA on speed-dial.
Why it matters
If a student stops eating at school, you can start a graded exposure plan tomorrow. Write 5 bite-sized steps, track acceptance, and call in a feeding-trained BCBA before the problem grows. The 1980 case shows the tactic works; the 2024 reviews show most teams still do not use it. Be the exception.
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02At a glance
03Original abstract
Because of the increase in public school programs for severely handicapped children, teachers are more likely than ever to be confronted with serious medical or psychological problems like anorexia nervosa. In this case study, desensitization successfully treated the eating disorder of a preadolescent autistic girl. However, the case also accentuated the problems teachers face in making appropriate decisions due to conflicting literature findings, traditional role responsibilities, and lack of expert resources and supportive services in the public school settings. If programs are to meet the needs of these children in the future, service and resource models for the public school settings must be developed.
Journal of autism and developmental disorders, 1980 · doi:10.1007/BF02408434