Current therapeutic and educational interventions for feeding problems in early childhood: A systematic review

Area of Science:

• Pediatrics
• Developmental Psychology
• Clinical Nutrition

Background:

• Feeding problems are prevalent in early childhood, causing significant family distress.
• Sensory-behavioral feeding issues have increased, necessitating effective interventions.

Purpose of the Study:

• To identify and systematically evaluate therapeutic and educational interventions for childhood sensory-behavioral feeding problems.
• To assess the evidence base for interventions targeting feeding behaviors, food consumption, sensory-motor difficulties, and parental satisfaction.

Main Methods:

• Systematic review of randomized controlled trials (RCTs) published between January 2015 and January 2025.
• Searches conducted in PubMed, Web of Science, Cochrane Library, and CINAHL, adhering to PRISMA guidelines.
• Inclusion of 11 studies after screening 2653 records, with quality assessment using Joanna Briggs Institute checklists.

Main Results:

• Behavioral approaches, systematic desensitization, sensory games, repeated exposure, and parent training demonstrated promising outcomes.
• Positive effects were observed across children's feeding behaviors, food consumption, and parental attitudes.
• Methodological limitations including small sample sizes and short follow-up periods were noted.

Conclusions:

• Current evidence suggests behavioral and sensory-based interventions are beneficial for sensory-behavioral feeding problems.
• Further research with larger, diverse populations and extended follow-up is recommended to enhance generalizability.
• Comparative studies of different nutritional interventions are warranted.