Making Mealtimes Easier: A Sensory-Informed Feeding Approach
At SENSE-ational Spaces, we believe that every child deserves the opportunity to feel safe, confident, and successful at mealtimes. Feeding challenges are complex and deeply rooted in both sensory and emotional experiences. That’s why we use a child-led, play-based approach to feeding therapy that supports sensory processing, regulation, and trust!
One of the foundational tools we use is the Food Hierarchy (find our ✨FREE✨ handout here!), a framework that helps guide food exploration in a pressure-free, engaging, and developmentally appropriate way. Instead of focusing on what a child eats, we prioritize how they interact with food, because meaningful progress begins long before the first bite!
Why is Feeding so Challenging?
Feeding is one of the most complex tasks a child performs, requiring coordination of muscles, sensory processing, regulation, and social interaction. Research shows that up to 50% of typically developing children and up to 80% of children with developmental differences experience some form of feeding difficulty (Kerzner et al., 2015).
Common causes include:
Sensory sensitivities (to texture, temperature, smell, appearance)
Oral-motor challenges or delayed coordination
Anxiety around new foods (often based on past negative experiences)
Gastrointestinal or medical concerns
Lack of exposure or overly pressured mealtime environments
Understanding the why behind feeding challenges is the first step. The next is building a safe, supported pathway forward!
What is the Food Hierarchy?
The Food Hierarchy is a graded approach to food exposure, used to build comfort and familiarity with new or non-preferred foods. Developed as part of sensory-based feeding models, the hierarchy breaks down feeding into smaller, achievable steps.
Children aren’t expected to eat the food right away… Instead, they are encouraged to explore through touch, smell, and play!
Over time, as their comfort increases, they move toward tasting and eventually eating.
These steps can include:
Tolerate food on the table or plate
Interact using a tool (spoon, fork, toy)
Smell or sniff the food
Touch with fingertips or hands
Kiss or pretend to take a bite
Lick or nibble without chewing
Chew and eventually swallow
This method meets children where they are, honoring their sensory systems and helping reduce anxiety and aversion. It also shifts the focus from performance to process, allowing children to build trust and confidence at their own pace.
Click the image below to download our ✨FREE✨ Food Hierarchy feeding progression visual!
Why Play Matters in Feeding Therapy
Feeding isn’t just a physical skill; it’s sensory, emotional, and relational! Play is one of the most effective tools for supporting food exploration.
Evidence supports this!
Research shows that when food is presented in the context of play, children are more relaxed, engaged, and open to trying new things (Harrington & Hill, 2024). Additionally, play-based feeding interventions improve food acceptance, reduce negative behaviors at mealtime, and increase oral-motor engagement, especially in children with autism spectrum disorder or sensory processing disorder (Cermak et al., 2010; Fogel et al., 2017).
Examples of play-based feeding in therapy might include:
Making silly faces with fruit slices or veggie sticks
Using yogurt as “paint” on a food canvas
Building structures out of crackers or pretzels
Pretending to cook, feed dolls, or explore food textures in sensory bins
This approach reduces pressure, increases positive associations, and supports neurological regulation, especially for children with sensory processing differences.
Playful interaction with food promotes:
Sensory desensitization through repeated exposure
Development of oral motor skills in a non-threatening way
Reduced fight-or-flight responses associated with eating
Improved engagement and curiosity around mealtime
A Note on Feeding Challenges
It’s important to remember that feeding difficulties can stem from many factors, including sensory sensitivities, motor coordination issues, oral aversions, medical history, or anxiety.
The Free Food Hierarchy is a helpful tool, but it’s not a “quick fix.”
If a child consistently avoids foods, gags frequently, or struggles with textures, it’s important to work with a trained occupational therapist who specializes in feeding therapy. A comprehensive assessment helps identify underlying causes and create a plan tailored to your child’s unique needs.
When to Seek Support
If your child:
Consistently eats fewer than 15 different foods
Gags, spits out, or refuses entire categories (e.g., all meats or veggies)
Reacts strongly to food textures, smells, or colors
Has a history of reflux, choking, or negative feeding experiences
Becomes anxious, rigid, or distressed at mealtimes
…they may benefit from a feeding evaluation.
✨Occupational therapy can help uncover the root causes and provide a clear, supportive path forward✨
Final Thoughts
Helping a child build a healthy relationship with food is not about “fixing” eating, it's about understanding, supporting, and empowering. Through the Food Hierarchy, play-based exploration, and sensory-informed strategies, we help kids make mealtime feel safe and enjoyable - one step at a time!
If you're wondering whether feeding therapy is right for your child, we’re here to help. Contact us to schedule a consultation or learn more about our sensory-based approach to feeding.
References
Cermak, S. A., Curtin, C., & Bandini, L. G. (2010). Food selectivity and sensory sensitivity in children with autism spectrum disorders. Journal of the American Dietetic Association, 110(2), 238–246.
Fogel, A., Melson, G. F., & Weiss, A. (2017). Playful eating: Effects of sensory play on children’s willingness to try new foods. Appetite, 113, 84–90.
Harrington, R., & Hill, J. (Hosts). (2024, May 8). #347 – A Feeding Therapist’s Approach to Trying New Foods [Audio podcast episode]. In All Things Sensory by Harkla.
Kerzner, B., Milano, K., MacLean, W. C., Berall, G., Stuart, S., & Chatoor, I. (2015). A practical approach to classifying and managing feeding difficulties. Pediatrics, 135(2), 344–353.
