Self-regulation starts with the brain, with executive functions. Brains work 24 hours a day and move into high gear when you’re working on self-regulation. This is especially true when you’re first learning.

So what’s your tummy got to do with it? Well, your brain needs fuel to function and that fuel comes from food. Not just any food but good quality foods that have lots of vitamins, minerals and antioxidants (1). A balanced diet includes a variety of foods that contain nutrients necessary for good health …. and for brain function.

We know that up to 90 per cent of children with autism have selective diets (2). That means they have strong preferences for just a few favorite foods. Those favorite foods are usually carbohydrates (sugars and starches) and highly processed snack foods (3, 4, 5, 6). Favorites I’ve seen are goldfish crackers, chips/crisps, dried fruit snacks, and noodles. Those foods don’t fuel brains or bodies very well or for very long.

Food and mood are also linked. That is, the better the food you eat, the better your mood. Children with autism who have selective diets (limiting the amount of protein and fiber they eat) are more likely to have temper tantrums (7). And it’s not just children with autism! Non-autistic boys whose diets are low in vitamins and minerals are more likely to have behavior problems (8). I worked with a lot of children who were selective eaters. You can almost predict their ‘mood crashes’. It seemed that they soared on the sugars they ate and then just fell apart when their ‘fuel’ ran out. Two hours after they ate, they’d become irritable and angry and couldn’t do much of anything.

Watch them carefully and know what they eat. If we expect them to regulate their bodies, thinking and emotions, their brains need lots of good quality ‘fuel’ from food. If we want them to interact positively and consistently, their mood needs food too.

In spark*, I emphasize the importance of fueling the children’s brains when working on self-regulation. Young children trying to regulate their bodies, thinking and emotions should eat nutritious foods every 2 to 2 1/2 hours to keep their fuel levels up. But how do you get them to eat something other than ‘the usual’?

Selective eating in children with autism is related to sensory issues and to their preference for sameness.  Food texture, appearance, taste, smell, and even temperature can figure into food choices (9). I’ve heard of children who’d only eat yellow food or crunchy textures. The way food is presented (such as food packaging, how food is placed on a plate) and eaten (fingers, spoon, fork) can affect whether they’ll eat them (10) – they prefer the same old things. Our children aren’t keen to try anything new.

We know that straight behavioral approaches (like rewarding acceptance of new foods) have limited success (11). They resulted in children eating more food but not a larger variety of foods. Other approaches, like desensitization and reducing sensory issues, haven’t been well-studied so the jury is still out.

There is one approach that is really appealing to children with autism. That’s The Eating Game (stands for Get Awesome Meals Everyday). It’s visual and structured. It makes meals predictable and, best of all, children learn to self-regulate their eating – they know when they’ve had enough and when they need more of certain types of foods. The Eating Game presents a visual plan for each day that shows the number of servings for each major food group. The food groups are color-coded as are pictures of foods within each group – of course, you can add personal favorites. Children match the color of each food option and see when they have the right ‘balance’ of foods. I’ve tried it. Children love it and it helps ensure they get the brain fuel they need.

(1) antioxidants protect your brain from oxidative stress or the “waste” (free radicals) produced when your body uses oxygen. Free radicals can damage brain cells.
(2) Ledford J. & Gast D. (2006). Feeding problems in children with autism spectrum disorders: a review. Focus Autism Other Dev Disabilities. 21, 153-166.
(3) Schmitt, L., Heiss, C. J., & Campdell, E. (2008). A comparison of nutrient intake and eating behaviors of boys with and without autism. Topics in Clinical Nutrition, 23(1), 23–31.
(4) Ahearn, W. H., Castine, T., Nault, K., & Green, G. (2001). An assessment of food acceptance in children with autism or pervasive developmental disorder—Not otherwise specified. Journal of Autism and Developmental Disorders, 31, 505–511
(5) Schreck, K.A., Williams, K., Smith, A.F. (2004). A comparison of eating behaviors between children with and without autism. Journal of Autism and Developmental Disorders, 13(4), 433-438.
(6) Williams, K. E., Gibbons, B. G., & Schreck, K. A. (2005). Comparing selective eaters with and without developmental disabilities. Journal of Developmental and Physical Disabilities, 17, 299–309.
(7) Dominick, K., Davis, N., Lainhart, J., Tager-Flusberg, H., & Folstein, S. (2007). Atypical behaviors in children with autism and children with a history of language impairment. Res. in Dev. Disabilities, 28, p. 145-162.
(8) Robinson, SL, Marín, C, Oliveros, H., Mora-Plazas, M., Richards, BJ, Lozoff, B., Villamor, E. (2018) Iron Deficiency, Anemia, and Low Vitamin B-12 Serostatus in Middle Childhood Are Associated with Behavior Problems in Adolescent Boys: Results from the Bogotá School Children Cohort, The Journal of Nutrition, 148, 760–770,
(9) Schmitt L, Heiss C, Campbell E. (2008). A comparison of nutrient intake and eating behaviors of boys with and without autism. Top Clinical Nutrition. 23, 23–31.
(10) Williams P.G., Dalrymple N., & Neal, J. (2000). Eating habits of children with autism. Pediatric Nursing. 26, 259–264.
(11) Marshall, H., Ware, R., Ziviani, J., Hill, R., & Dodrill, P. (2015). Efficacy of interventions to improve feeding difficulties in children with autism spectrum disorders: a systematic review and meta-analysis. Child Care, Health & Development, 41, 278-302.