The Effect of Adult Proximity and Serving Style on Pre‐schoolers’ Language and Eating Behaviour

Abstract

This study examined the effects on child language and amount of food eaten by five preschool children in a day care setting of withdrawing two components of the regular mid‐day meal routine. The two components were having an adult seated at the table with the children and allowing children to serve their own food. Child language was more affected by withdrawal of the two components than was amount of food eaten. Withdrawal of the seated adult had a more powerful effect in reducing child language, than did withdrawal of self‐serving of food. Amount eaten was reduced only when both components were withdrawn simultaneously. Findings were discussed in terms of the implications of setting events for theory and practice of applied behaviour analysis.