摘要：A utism Spectrum Disorder (ASD) is a neuro- developmental disorder, typically charact- erised by difficulties in social interaction, communication and imagination (Wing, 1996). However, children with ASD are also likely to experience problems in processing sensory- perceptual information, including taste, smell and touch (Boucher, 2009; Nadon et al., 2011). Indeed, research has shown that children with ASD often exhibit several difficulties in feeding and mealtime behaviours including food selectivity, based on texture and taste (Johnson et al., 2008; Nadon et al., 2011), food refusal and disruptive mealtime behaviours (Nadon et al., 2010). However, behavioural differences in children with ASD do not always translate to differences in nutritional intake when compared to their typically-developing peers (Johnson, Handen, Mayer-Costa & Sacco, 2008). In addition to feeding difficulties, research has also identified that children with developmental disorders such as ASD are more likely to be overweight or obese compared to typically- developing children (De, Small & Baur, 2008). In light of this, interventions that aim to improve eating behaviours may be beneficial for these children. As children spend a large proportion of their time in school, the school environment is recognised as a logical setting for
