Introduction: Feeding is an activity of daily living that does not only include food intake but also complex motor, sensory and social aspects. Feeding problems are quite common in children with intellectual disabilities, therefore the role of occupational therapist is to introduce feeding skills through play and in a way adapted to the child. In practice feeding therapy based on Ayres Sensory Intgration Therapy is one of the most commonly used. Purpose: The aim of this thesis was to present sensory strategies for food acceptance in group of five children with intellectual disabilities as part of an interdisciplinary approach.. We wanted to determine whether sensory strategies contribute to better food acceptance. Methods: The search was conducted as multiple case study. The data was collected qualitatively through an assessment tool. Five boys with intellectual disabilities and feeding problems participated in the six-week study. Prior the sessions, we assessed feeding problems using Pediatric Eating Assessment Tool in collaboration with special educators and support staff. The assessment helped us identify the areas of feeding in which boys had most problems. Results: Post-intervention assessment showed an improvement in the overall score for all the boys. Two boys showed substantial progress, moving from High Concern category to the Concern category in the final assessment. Despite observable progress, the other three participants remained in their initial categories; two in High Concern and one in No Concern. The most notable improvments were observed in the areas Problematic Mealtime Behaviours and Selective/Restrictive Eating. Discussion and conclusion: Findings support use of senstory strategies for teaching feeding to children with intellectual disabilities. The most evident progress was observed in reducing problematic mealtime behaviours, which improved in all boys. These findings provide an important example of effective strategies for teaching feeding skills not only in children with intellectual disabilities but also neurotypical children. In future research, it would be reasonable to translate the assessment and use it with Slovene population.
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