Introduction: Feeding difficulties are quite common in children with intellectual disabilities.
Therefore, the role of occupational therapist is to teach feeding skills through play. The aim of
this research is to determine whether sensory strategies contribute to better food acceptance.
Methods: The research was conducted as multiple case study and it included five boys. Data
were collected qualitatively using an assessment instrument. Before the therapeutic sessions
were carried out, a Pediatric Eating Assessment tool was performed. Based on assessment, we
determined the areas of feeding in which they had the most difficulties. Results: Postintervention assessment showed an improvement in the overall score for all participants.
Progress was observed mainly in the areas Problematic Mealtime Behaviours and
Selective/Restrictive Eating. Discussion: The results support the use of sensory strategies in
teaching feeding skills to children with intellectual disabilities. Conclusion: The research has
practical value, as it presents concrete strategies for teaching feeding skills to children as well
as the assessment tool.
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