Is loving new foods a skill that your child can actually learn?
I’d like to think so! When your child believes that developing a taste for a new food is something they can learn to do, it unleashes a whole new mindset that can powerfully transform their attitude about trying new foods.
So, how do we get them to believe it? Here are three simple steps to help your autistic child try new foods and actually enjoy them. Exact scripts are included to give you the confidence that you can do this!
Step 1: Teach your child that trying new foods is a skill they can learn
Research tells us that repeated exposure to a new food can increase the likelihood of a child’s acceptance of that food. Translate this for your child by teaching them that trying new foods is similar to learning a new skill.
You can talk to your child about this explicitly by saying things like this:
- “You are learning to like new foods.”
- “Your body is getting used to the food each time you have it on your plate.”
- “Each time you try the food, you are getting better at enjoying it.”
With the perspective that we are learning to enjoy a new food, a child realizes that liking a food is not a one-time opportunity. We often ask our kids to at least try a food, hoping they will realize they like it.
Sometimes, this works, but when it backfires, it gives our child a fixed mindset about the food. They leave the table thinking, “Oh, I tried that once, and I know I don’t like it.”
This is not the attitude we want to foster. Instead, we want to instill that trying once is just the tip of the iceberg!
Think of skills your child has mastered and share this reframe with them using a skill they worked hard on. This will help the idea really resonate with them.
Once you have identified a previously mastered skill, such as reading, open a conversation with your child about it.
Here are some things that you could say:
- “Remember when you were learning to read? That took a lot of time and practice!”
- “You kept at it. You didn’t give up, even though it was sometimes difficult.”
- “Imagine if you only tried to read one time! Would you have learned to do it?”
Step 2: Use the word ‘yet’ to encourage your child to try new foods
As your child starts to see trying new foods as a skill they can learn, you can help them talk about it in a positive way. Using the word “yet,” as Dr. Carol Dweck suggests, reminds them they can grow and improve.
If your child says they don’t like carrots, casseroles, or even a whole food group, gently help them restate this as something they haven’t learned yet.
When we add yet to the end of a statement, it can take the meaning from: “This is the way it is and always will be” to: “This is how it is for now.”
Let’s try it:
- I don’t like carrots… yet.
- I don’t like casseroles… yet.
- I don’t like fruit… yet.
See how that little three-letter word transformed those statements from seeming like permanent traits to things we believe we can change? That’s the power of “yet”.
Carrots don’t have to be your child’s nemesis forever; their tastes can change.
Consider getting this message across to your child through an activity. Ask them to name three foods they love and one they don’t love yet.
Step 3: Praise every step your child takes in trying new foods
As your child learns that liking a new food takes time, celebrate each small success along the way.
For example, if your child were learning to ride a bike, you wouldn’t wait until they were riding around the neighborhood to tell them how great they were doing.
You would tell them each time you noticed them making positive progress or putting in a lot of effort.
Similarly, as your child is tolerating a new food on their plate, sniffing or touching it, tell them how proud you are that they are taking action. Complimenting effort, practice, and consistency will reinforce their attempts.
Here are some encouraging statements you can try in and outside of mealtimes:
- “You will be more comfortable eating it every time you try this.”
- “Your taste buds are getting to know this food!”
- “You are brave.”
- “It can get easier and yummier with every taste!”
- “You can do anything you set your mind to!”
- “I’m proud of you for continuing to try.”
- “You are getting your body used to this food!”
Hearing how proud you are at each step will help your child stay engaged and be patient with themselves as they explore new foods.
Help your child fall in love with new foods, one step at a time
There you have it! Three simple steps you can begin to implement today to empower your child. With the right mindset, patience, and encouragement, your child can learn to enjoy new foods.
By treating it as a skill, adding the word yet, and celebrating every small win, you’re setting them up for success, one bite at a time.
FAQs
Q: How do you get an autistic child to try new food?
A: Start by introducing small amounts of new foods alongside familiar favorites in a low-pressure, sensory-friendly setting. Use positive reinforcement and model eating the food yourself to encourage exploration.
Q: What is food neophobia in autism?
A: Food neophobia in autism refers to a strong fear or refusal to try new foods, often linked to sensory sensitivities or a need for routine. This can make mealtimes challenging and limit dietary variety.
Q: What do picky eaters with autism eat?
A: Picky eaters with autism often prefer foods with consistent textures, colors, and flavors, such as plain pasta, crackers, or chicken nuggets. Their food choices are usually based on sensory preferences and predictability.
Q: What snacks do autistic kids like?
A: Autistic kids may enjoy snacks that are crunchy, visually simple, and familiar, like pretzels, apples, or string cheese. The preferred snacks often depend on individual sensory needs and comfort levels.
Q: Why do kids with autism refuse to eat?
A: Children with autism may refuse to eat due to sensory sensitivities to texture, taste, or smell, or because of anxiety around unfamiliar routines. Other factors can include gastrointestinal discomfort or a strong preference for sameness.
References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Spill, M. K., Johns, K., Callahan, E. H., Shapiro, M. J., Wong, Y. P., Benjamin-Neelon, S. E., Birch, L., Black, M. M., Cook, J. T., Faith, M. S., Mennella, J. A., & Casavale, K. O. (2019). Repeated exposure to food and food acceptability in infants and toddlers: A systematic review. The American Journal of Clinical Nutrition, 109. https://doi.org/10.1093/ajcn/nqy308
Dovey, T. M., Kumari, V., & Blissett, J. (2019). Eating behaviour, behavioural problems and sensory profiles of children with avoidant/restrictive food intake disorder (ARFID), autistic spectrum disorders or picky eating: Same or different?. European Psychiatry, 61, 56-62. https://www.cambridge.org/core/journals/european-psychiatry/article/eating-behaviour-behavioural-problems-and-sensory-profiles-of-children-with-avoidantrestrictive-food-intake-disorder-arfid-autistic-spectrum-disorders-or-picky-eating-same-or-different/7E75496A9597426AC5CFDE4F32B5C5A9
Baraskewich, J., von Ranson, K. M., McCrimmon, A., & McMorris, C. A. (2021). Feeding and eating problems in children and adolescents with autism: A scoping review. Autism, 25(6), 1505-1519. https://journals.sagepub.com/doi/abs/10.1177/1362361321995631
Chawner, L. R. (2021). Interventions for Increasing Acceptance of New Foods. In Encyclopedia of Autism Spectrum Disorders (pp. 2527-2534). Cham: Springer International Publishing. https://link.springer.com/content/pdf/10.1007/978-3-319-91280-6_102448.pdf
Esposito, M., Mirizzi, P., Fadda, R., Pirollo, C., Ricciardi, O., Mazza, M., & Valenti, M. (2023). Food selectivity in children with autism: Guidelines for assessment and clinical interventions. International journal of environmental research and public health, 20(6), 5092. https://www.mdpi.com/1660-4601/20/6/5092
