The Autism Society Event and Education Recordings Archive

Nutritional status parameters are highly obscured for adults with ASD though rates of obesity and overweight are high.  The epidemiology of chronic conditions that typically accompany obesity are incompletely understood at present but appear to be marked by poor screening, under-diagnosis and poor disease management.  Moreover, this population is afflicted by high rates of gastrointestinal issues and almost ubiquitous eating disorders.  Concurrently with these various pathologies, the transition to adulthood for those with ASD is marked by a reduction in the challenging behaviors that limit the ability of individuals with autism to fully participate in their education during childhood.

Rendering this period of life, which is marked by the reduction in these maladaptive behaviors, more productive makes sense given that these individuals will need to develop as much independence as possible if they are to enjoy the highest quality of life in their adult years.  As a merging of life skills with health promotion, the teaching of cooking skills can foster a change in the participant’s relationship with food as well as contribute to an enhanced nutritional status.   Moreover, as public health opinion moves in the direction of cooking as a component of a healthy lifestyle, it is vital that those on the marginal ends of society and those populations at greater risk for malnutrition, obesity and chronic health conditions be included in this movement.

After discussing the nutritional patterns inherent to adults with ASD, and discussing the therapeutic value of cooking, attendees will be introduced to an effective cooking curriculum designed specifically for this population.  In the first phase, individuals learn to chop, grate, cut and peel within a social setting.  In the next phase, individuals move on to prepare snacks or simple meals in small appliance cooking; here heat application requires very small groups or dyads to ensure safety.  Individuals with the capacity can proceed on to traditional stovetop/oven cooking and more elaborate electives.  This layered process is designed such that progression is based on individual capability.  Moreover, the goal at each phase is generalization outside of the classroom setting and all phases are marked by an emphasis on individual choice rather than group oriented projects.  Along with the curriculum, participants will be introduced to a range of adapted tools that make it possible for individuals with motor planning deficits to participate with meal preparation.