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Dissertation/Thesis Abstract

A quantitative evaluation of cooking classes taught to college students with Autism Spectrum Disorder
by Funk, Holden E., M.S., California State University, Long Beach, 2016, 49; 10140473
Abstract (Summary)

The purpose of this study was to determine the impact a specialized cooking course can have on cooking behaviors in college students with Autism Spectrum Disorder. Specifically, the study aimed to identify if learning how to handle and cook food altered the following variables in young adults with Autism: methods of cooking, frequency of self-prepared meals, and confidence in participants’ ability to prepare meals for themselves.

Subjects were participants in California State University, Long Beach’s Learning Independence For Empowerment (LIFE) Project cooking class- an elective 6-week cooking class offered annually to students with ASD who are students of Disabled Student Services. The class was designed and taught by a Registered Dietitian Nutritionist using recipes that met nutritional considerations for this population. Pre-and post-tests were administered during the first and final sessions of the cooking class; two years worth of data was obtained and combined. Paired samples t-tests data analysis determined that completion of the cooking class significantly increased participant’s cooking frequency, as well as confidence in cooking ability.

Indexing (document details)
Advisor: Reiboldt, Wendy
Commitee: Parker, Emily, Smith, Nicole
School: California State University, Long Beach
Department: Family and Consumer Sciences
School Location: United States -- California
Source: MAI 55/06M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Nutrition
Keywords: Autism spectrum disorder, Cooking, Developmental delays
Publication Number: 10140473
ISBN: 978-1-339-95871-2
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