Nutrition Counseling for Two Cases with Eating Disorders and Autism Spectrum Disorder

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  • Sato Aki
    Nutrition Counseling Section, Hokkaido Midorigaoka Hospital QOL Research Center, Fuji Women’s University
  • Masaki Shinya
    Department of Psychiatry, Hokkaido Midorigaoka Hospital
  • Umemoto Moeri
    Hokkaido Mental and Welfare Center
  • Yamamoto Hiroki
    Department of Psychiatry, Obihiro Kyokai Hospital
  • Oyamada Masahito
    Department of Food Science and Human Nutrition, Fuji Women’s University

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Other Title
  • 摂食障害と自閉スペクトラム症合併2症例への栄養指導
  • セッショク ショウガイ ト ジヘイスペクトラムショウ ガッペイ 2 ショウレイ エ ノ エイヨウ シドウ

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Abstract

<p>Objective: Eating disorders (EDs) are intractable diseases that frequently occur in young girls. The priority in their treatment is to improve nutrition. Autism spectrum disorder (ASD) is associated with EDs in 10 to 20% of cases, and their prognosis is often poor. In treatment, it is necessary to focus on the characteristics of ASD. We report on the implementation of nutrition counseling focusing on the characteristics of ASD as part of team medical care for two patients with ASD who were hospitalized for EDs.</p><p>Methods: Two 15-year-old girls with ASD were admitted to a psychiatric hospital for treatment of EDs. Case 1 was an aesthetic athlete who was hospitalized due to low body weight caused by excessive exercise and dietary restrictions. Case 2 presented an anorexic reaction to stress, who was hospitalized for rapid weight loss due to anorexia. The registered dietitian focused on the characteristics of ASD and provided nutritional counseling based on 1) understanding and praise, 2) use of visual information, and 3) repetition of specific explanations.</p><p>Results: In Case 1, the patient's goal weight was achieved by decreasing her activity level and consuming all her provided food, which increased every week. In case 2, anorexia subsided, and the target weight was achieved.</p><p>Conclusion: In two cases with EDs and ASD, the usefulness of nutritional guidance based on 1) understanding and praise, 2) use of visual information, and 3) repetition of specific explanations was suggested.</p>

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