Benefits to cerebal palsied children from teaching nutrition and feeding skill development to their mothers

Abstract

Seven cerebral palsied children living in the home and their mothers were involved in this study. The mothers attended eight weekly sessions and were instructed in basic nutrition and feeding skill development. A Food and Nutrition Education Curriculum was developed for this instruction. Each of the eight lessons in the curriculum included discussions of nutrition based on the Basic Four Food Groups and the development of a feeding skill. Certain measurements were made before and after the nutrition education intervention to determine the benefits to the cerebral palsied children. These included a 24-hour dietary recall, food frequency check, height and weight measurements and a feeding evaluation. The mothers' nutrition knowledge was determined before and after the nutrition classes by way of a practical nutrition quiz. Nutrient intakes were compared to the 1974 Recommended Dietary Allowances (RDA). Intakes above 67% of the RDA were considered adequate. Energy intakes were compared to a suggested requirement based on height in centimeters. Height and weight measurements were plotted on the National Center for Health Statistics (NCHS) Growth Charts (1976). Five subjects, three girls and two boys fell below the 5th percentile on the NCHS Growth Charts. Intakes of five subjects exceeded two-thirds of the RDA for protein, calcium, iron, thiamin, riboflavin, niacin and ascorbic acid both before and after the nutrition education classes for their mothers. Protein and vitamin A intakes exceeded 100% of the RDA in many cases. The feeding evaluation was divided into three categories: gross motor skills, oral skills and eye-hand coordination. All seven subjects made improvements in the post test. The group as a whole made significant improvements (P <. 05) in gross motor skills. Significant improvements (P <. 05) were made by the mothers as a group in the practical nutrition quiz post test.