Food Selectivity in Children with Autism Spectrum Disorder and in Typically Developing Peers: Sensory Processing, Parental Practices, and Gastrointestinal Symptoms

Background/Objectives: Food selectivity is a prevalent and challenging issue in childhood, particularly in children with autism spectrum disorder (ASD), which may result in restricted dietary patterns and nutrient deficiencies. This study aimed to identify high-risk subgroups of children by combining food selectivity, diet, BMI, gastrointestinal symptoms, sensory processing, and parental feeding practices in children with ASD and in typically developing children (TDC). Methods: To achieve this aim, we ran a cross-sectional, survey-based study, including 408 children (aged 3 to 12.11 years), with gender-matched groups. Both parents completed a survey on children’s diet, anthropometric curves, gastrointestinal symptoms, and the Brief Autism Mealtime Behavior Inventory (BAMBI), Short Sensory Profile (SSP), and Caregiver’s Feeding Style Questionnaire (CFSQ). Data analysis included comparative tests, correlations, and k-means cluster analysis. Results: Children with ASD exhibited significantly greater sensory processing difficulties, higher food refusal, limited food variety in the diet, and autism-related mealtime characteristics compared with TDC across all age groups. Caregivers of children with ASD reported higher controlling and contingency management feeding practices compared to the parents of the TDC. We found a strong correlation between sensory sensitivities and feeding issues. Notably, Body Mass Index (BMI) was not significantly associated with dietary restriction or gastrointestinal symptoms. Cluster analysis revealed a high-risk sub-phenotype in both groups of children with some differences, characterized by high food selectivity, taste, tactile, and smell sensitivity, gastrointestinal symptoms, and overactive parental practices. Conclusions: The early identification of this subgroup might foster more tailored, multidisciplinary, and effective assessment and clinical intervention.