Jamie D. Bleiweiss, M.A.
Advanced Doctoral Candidate,
SUNY Stony Brook
December 2007
 Ali’s
story
 Nate’s
story
 Assess
the situation
 Why is it difficult for your child to eat in restaurants?
 What are some possible contributing factors?
 Try to pinpoint specific parts of routine causing
difficulty
 Effective
interventions are derived from
comprehensive assessments
Communication
Insistence
change
Tendency
 Difficulty
Low
on sameness; difficulty with
to be rule-bound/rigid
with new/unfamiliar environments
frustration tolerance
Anxiety,
Low
difficulties
obsessive-compulsive behaviors
tolerance for waiting
Difficulties
in over-stimulating, crowded,
noisy environments
Sensory sensitivities


Crowds
New/unfamiliar
environment


Smells
Overly stimulating
environment

Elevated noise level

Having to wait

Constant commotion

Lack of predictability

Sudden sounds

Change in normal
mealtime routine



Highly distracting
Difficulty with
transitions
Limited ability to move
around
 What
type of restaurant?
 Kid-friendly
 Quick
staff
 When
service; understanding wait-
to go?
Initially, go during less crowded or “off”
times

Less noise & distraction
Avoid going during “prime times”

Weekends, holidays
Gradually expose child to
more structured restaurants
Start with fast-food

Quick, very kid-friendly
Next, try casual dinning eateries
Slowly desensitize your child to
more challenging environments
 Check
the menu ahead of time
 Do they have items your child will definitely eat?
 Are there items on menu that everyone else will
be happy with?
 Look online or call restaurant for menu
 Call
ahead to make reservations
 Keep your “wait time” to a minimum
 Ensure your child’s preferred item will be
available that night
 Create
a visual activity schedule
Flow of the day
Listing restaurant as activity in early
evening
 Provide
calendar depicting
upcoming restaurant trip
 Looking
forward to approach!
 Use
priming techniques
Practice in relaxing setting
Prepare them for things they may experience at the
restaurant
Play Pretend Restaurant
 Create
Social Story about eating out
Read it with your child several times
prior to going out
Develop a Power Card
Using
child’s preferred hero,
special interest
Describe
how hero handles
going to restaurants
Sometimes I go out to eat at a restaurant with my family.
Sometimes we go to a big restaurant. Sometimes we go to a small
restaurant. Other people eat at the restaurant.
When we go out to eat, it is important to listen to adults. It is
important to follow restaurant rules.
At the restaurant, we find a table. I sit on my chair at the table. I
think about what I want to eat and drink and tell my mom (dad,
babysitter) about it. Sometimes I tell the waitress what I want to
eat or show her a picture of it.
We have to wait for our food. When I am waiting, I can talk to my
family. I can look at one of my favorite books. I can play with a toy
that my mom let me take to the restaurant. I will try not to make a
lot of noise because that may make other people upset.
I will try to wait patiently and use my best manners when I am eating in
a restaurant. We can have a good time in the restaurant!
When going out to eat in a restaurant, remember
what Winnie-the-Pooh says:
When I’m rumbly in my tumbly, I like to eat at a
restaurant with my friends.
 If I start to get upset, because my food isn’t ready
yet, I can listen to my music, color a picture, or
read a book.
 If it gets too noisy or crowded, I like to take slow
deep breaths and think about some of my favorite
things (honey, of course!).
 Eating out with my family can be fun.
 Teach
relaxation skills
Deep breathing
E.g., Blowing out the candles
Muscle relaxation skills
Squeezing stress balls
 Teach
coping thoughts
 Distraction (think about
favorite topic/toy/movie
 Position
of your table
Try to sit away from major distraction
areas
Bathrooms
 Kitchen
 Serving stations

Preferable
to sit near a door in case you need to
gracefully exit in a hurry
 Request
a booth if possible
Child can sit next to adult & wall
Limits distraction & commotion
 Locate
bathrooms
Find most direct route
Ideally, go before leaving home to avoid difficulties
condiments from table
Ask for extra
napkins &
utensils
Bring hand sanitizer
Ensure that server will
 Hide/remove
Avoid
unneeded
trips to bathroom
to wash hands!
bring out child’s food
first
Ask
for the check when food
comes out

Limits waiting time after meal
is over & child nears his/her
“end point”
 Ask
for containers to wrap up
leftovers to be brought to table
 If
needing to exit quickly, you
can wrap it up and go!
Visual
Incorporate
Bring
supports
child’s interests
along a bag o’ tricks
Catch
them being good!
Benefits:
 Enhances
predictability
 Reduces anxiety
 Makes routine less
overwhelming

Individual task-sequence
boards
Displays steps involved in the
restaurant routine
Variety of formats:
First  Then Boards
•Simplified visual schedule
Sample task sequencing folder
Bring your
social story
 Visual
reminder cards
(“quiet voice” “hands
down”)
Take along
power cards
 Use
timers &
advanced warnings
Incorporate
of interests
child’s area
Engage in conversations about
child’s preferred character/movie,
special interest (e.g., trains)
Socially interacting with family
Effective distraction while waiting
for food!
Bring a bag o’ tricks
Distracter items
Books, iPod, music/headphones, video
games, coloring books & crayons
We want them to experience this as a
fun place, so let them use their
preferred items while waiting (which is
difficult for them)
“Catch
them being good” approach:
Provide lots of frequent, specific praise throughout the
meal!
Tell them what they are doing well!
E.g., “George, I love the way you are sitting and listening to your
music while we wait for the food!”
 E.g., “Paul, you are coloring that picture so beautifully! I love it!

If child becomes upset or rumbling behaviors occur:
 Encourage use of relaxation skills
Deep breathing
Muscle relaxation
Acknowledge his/her distress; provide physical
reassurance
Gently rub his/her back; pressure to shoulders
 Use
sensory based items
Fidget items
Headphones, music

If needed, take child for walk outside
(maintain safety)
Engage in physical activity
 Know
your child’s limits & tolerance levels
Don’t push your luck…try to end on positive note!
 Start slow…set reasonable & attainable goals
 Overall
goal is to make this a fun routine the
family can enjoy together
We want to make this a positive experiences for
EVERYONE involved!
Jamie Bleiweiss M.A.
Doctoral Candidate
SUNY Stony Brook
jamiedawn8893@yahoo.com