Running Head: COOKING CLASS FOR CHILDREN WITH AUTISM

Cooking Class for Children with Autism to Improve

Fraction Related Performance
Abigail A. Tempel and Samantha C. McCall
Research 1
Chapin High School
1 May 2015

COOKING CLASS FOR CHILDREN WITH AUTISM

Abstract
Autism spectrum disorder refers to a group of complex disorders of brain development
characterized by difficulties in social interaction and communication, with many individuals also
displaying repetitive behaviors. Scientific studies have demonstrated that early intensive
behavioral intervention improves learning, communication and social skills in young children
with Autism. The purpose of this project was to determine if children with Autism would learn
fraction skills better with hands on learning rather than in a regular classroom environment. A
group of three students (grades 3rd and 4th) were taught fraction skills through cooking,
measuring and reading fractions. They attended five, one hour, cooking classes, with all classes
including use of fractions in following recipes and measuring ingredients. To document changes
in their abilities to use fractions appropriately, students were given multiple pre-tests and a posttest. Throughout the classes, multiple fraction evaluations were completed by the students.
There was an increase in scores for Students A and B, while Student C stayed the same. A
matched pairs t-test was completed for both a pre/post-test and an advanced pre/post-test. Pvalues were 0.33 and 0.50 respectively indicating that this study was not statistically significant.

COOKING CLASS FOR CHILDREN WITH AUTISM

Table of Contents
Title PagePage 1
Abstract...Page 2
Table of ContentsPage 3
Introduction.Page 4
Background.Page 5
Procedure.Page 6
Results.Page 7
Conclusion...Page 8
Appendix A.Page 9
Appendix B...Page 10
Appendix C...Page 11
CitationsPage 12

COOKING CLASS FOR CHILDREN WITH AUTISM

Introduction
Autism Spectrum Disorder refers to a group of complex disorders of brain development
characterized by difficulties in social interaction and communication, with many individuals also
displaying repetitive behaviors ("Autism Causes, Types of Autism, Definition, and Symptoms,"
n.d.). The research question that was being tested in this experiment was whether children
diagnosed with Autism learn fraction material better through a cooking class. The hypothesis
created by the researchers was that a cooking class would be the best form of learning if the
students learned in a cooking class. The researchers became interested in this topic due to
personal connections through future aspirations. They also have had past experiences with
children with Autism that they enjoyed working with. The information that was learned from this
project was ways that students who have been diagnosed with Autism can learn fractions more
effectively. The purpose of this research project was to evaluate whether or not a cooking class
would help children with Autism to learn fractions. This is going to be indicated through
participation in the cooking class.

COOKING CLASS FOR CHILDREN WITH AUTISM

Background
Scientific research that has been done with children with Autism has shown that they
learn better through hands on learning because it stimulates more than one sense (Cleaver, n.d.).
When children with Autism interact using kinesthetic learning, there are multiple connections
made within the brain which fosters better learning. It is also proven that children with Autism
fixate on specific things so they need to be constantly engaged (Peif, 2011). Previous studies
have shown that cooking with children who have been diagnosed with Autism helps them to
learn (Wulf, 2010). Similar studies that have been done include Chef Jimis Cooking for a Cause
which evaluated social skills that were developed in children with Autism through a cooking
class. This similar study did not evaluate the fraction abilities of the students but rather the
social skills learned by working with others. The students in the Autism Program at Oak Pointe
Elementary School used to cook in the classroom before the school implemented the District 5
Wellness Policy (shown in Appendix A) which limits the amount of calories food items can
contain. It also limits what the food can contain and how it is presented.

COOKING CLASS FOR CHILDREN WITH AUTISM

Procedure
The researchers first gathered a group of three students from Oak Pointe Elementary
School to participate in our cooking class. They gathered at Mt. Horeb Lutheran Church
fellowship hall to cook with the students once a week for five weeks. They cooked for about an
hour each week and they cooked different recipes each week. The recipes that they cooked were
Chocolate Chip Cookies, Grinch Punch, Santa Chex Mix, Personal Pizzas, and Cinnamon Rolls.
All of the recipes included different fractions and the students measured specific ingredients
using measuring cups. They also participated in other non-cooking fraction activities such as
measuring marbles into measuring cups to show adding fractions visually (pictures from classes
can be seen in Appendix B). The students were given a pre-test and because of exemplary
performance, they were given an advanced pre-test. After the cooking classes were over, they
were given a post-test with the same content as the pre-test. The researchers then used a matched
pairs t-test to evaluated improvements between pre-test and post-test on each student. The t-test
gave the researchers a p-value that would determine significance between the cooking class and
fraction performance.

COOKING CLASS FOR CHILDREN WITH AUTISM

Results
Through evaluating the pre-test and post-test scores from the students, there were pvalues collected from the matched pairs t-test. A matched pairs t-test was run on pre/post-test
scores as well as advanced pre/post-test scores. P-values were 0.33 and 0.50 respectively
(graphs showing results in Appendix C and Appendix D respectively). Due to the p-values being
greater than 0.05, the study is not statistically significant. Confounding variables could have
affected scores of post-test scores. These variables include a small sample size and the location
of where they took the post-test was distracting. The small sample size of three was a
confounding variable because one student did not improve; the p-values were greatly affected.
The location was a confounding variable because the students were not relating the environment
to the cooking class. The students were distracted due to other students around them and because
of upcoming events in the school day.
Some further research that could be done with this information is evaluating videos taken
at the cooking class to look at direction following impacting student performance. There could
also be further research done involving Lexington Richland School District 5 Wellness Policys
effectiveness regarding student learning.

COOKING CLASS FOR CHILDREN WITH AUTISM

Conclusion
The data collected rejects the proposed hypothesis that the cooking class would improve
the students fraction related performance. This research project, even though data did not show
expected results, still taught the students life skills and social skills that showed improvement.
One of the students, most severe on the Childhood Autism Rating Scale (CARS) had major
social improvements. At the beginning of the classes he was non-verbal, by the end of the classes
he was able to say each of the other students names, and identify some objects that were used in
the cooking class. There was also individual improvement among the students involving fraction
related performance. This project enabled the researchers to learn how students with Autism
learn better, indicated by the individual improvement of students.

COOKING CLASS FOR CHILDREN WITH AUTISM

Appendix A
SCHOOL WELLNESS Policy ADF-R (Approved 10.22.12) The policy governing the sale of all
food and beverages to students during the school day will be administered by the superintendent
or his or her designee.
Food and beverages served and sold during the school day in the cafeteria, school canteens,
school stores, for fundraisers, vending machines, and anywhere else food or beverages are
served/sold to students must meet Institute of Medicine (IOM) recommended nutrition standards
for foods in schools and protect the health and safety of students.
The district will prohibit the sale of foods of minimum nutritional value in vending machines,
snack bars, school stores, concession stands, and la carte offerings in the food service program
which students will have access to during the school day.
Elementary schools are prohibited from having vending machines, which students can access.
Policy assessment will be ongoing and the administrative rule may be amended as deemed
necessary.
Nutrition Guidelines:
a. Chewing gum, flavored ice bars, and candy will not be served or sold during the school day
and may not be used as a learning incentive or reward.
b. Other foods may contain no more than 35 percent, by weight, of sugar or other artificial
sweeteners.
Other foods will be defined as foods other than those served as part of the school meal,
including snacks from the vending machines, canteen sales, a la carte sales, foods sold
during school hours for fundraising purposes, and food for special functions. Other foods
will not include those items brought to school by individual students for their own
consumption.
Foods must be in compliance with the Institute of Medicine (IOM) recommended
Nutrition Standards for Foods in Schools:
< 200 calories;
< 35% of total calories from fat;
< 10% of calories from saturated fats;
Zero trans fat (< 0.5 g per serving)
< 35% of calories from total sugars; and
< 200 mg sodium.
Nuts and seeds are the exception and are permissible in accordance with portion
guidelines
c. Student access to the sale and service of carbonated beverages will be prohibited.
d. Beverages offered must contain 100% of real fruit or vegetable juices to be served/sold. Water
will be accessible to all students.
e. Sports drinks may not be served / sold during the school day.
f. All beverage and food items must have nutrition specifications submitted to Student Nutrition
Services for review and final approval before being sold.
g. Student Nutrition Services reserves the right to refuse service of any food or beverage items
from vendors regardless of compliance of the policy guidelines. Student Nutrition Services also
reserves the right to limit quantities and exercise portion control on any food/beverage items
offered at school
Quality Foods:

COOKING CLASS FOR CHILDREN WITH AUTISM

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a. School staff and district personnel will support Student Nutrition Services and the
USDA Nutrition programs by making the participation and return of meal eligibility
applications a high priority.
b. Student Nutrition Services will provide annual training to food service employees and
canteen managers according to current professional standards in food safety and service.
c. Food sales for fundraisers during the school day must meet the IOM guidelines. So as
not to interfere with the breakfast or lunch program, no sales can take place during the
hours of operation that breakfast and lunch are being served.
d. During the instructional day, foods that come from home with the purpose of sharing
among students must be store bought, packaged foods.
Eating Environment:
a. Administrators and staff will promote a school environment that supports the School
Wellness policy (ADF). Staff is encouraged to model healthy eating by offering healthier
choices at school festivals, celebrations, meetings and other events.
b. Students will receive positive messages, both verbal and non-verbal about healthy
eating and physical activity throughout the school setting. School and district personnel
will help reinforce these positive messages.
c. Students, parents, administrators and staff will have access to valid and useful health
information and health promotion products and services. The district will provide
nutritional information that will encourage parents and district personnel to provide
nutritious foods for their children and themselves.
Nutrition Education:
a. The Office of Instruction will oversee the integration of nutrition education into the
comprehensive health education program. Student Nutrition Services will collaborate
with the Office of Instruction to enhance nutrition education.
b. Students in grades K-8 will receive comprehensive health education annually that
includes nutrition education, with students in grades K-5 receiving nutrition education
weekly. *
c. At least one time in grades 9-12, students will receive comprehensive health education
that includes nutrition education. *
d. Professional development will be provided for teachers and staff on the relationship
between physical activity and nutrition for academic performance and healthy lifestyles.
*.
*Indicates compliance with CHEA, SH&FA and SDE requirements
Definitions:
Nutrition Education- Sequential instructional program that provides knowledge and teaches
skills to help students adopt and maintain lifelong healthy eating habits.
Institute of Medicine (IOM) Nutrition Standards for Foods in Schools Report that provided
science-based recommendations about appropriate nutritional standards for the availability, sale,
content, and consumption of competitive foods at school.
Food of Minimal Nutritional Value- Foods that provide less than five percent of the U.S.
recommended daily allowance per serving of protein, vitamin A, vitamin C, niacin, riboflavin
thiamin, calcium and iron.
Reward Something given as a learning incentive or in recognition of good behavior or a job
well done. This includes class parties and holiday celebrations.

COOKING CLASS FOR CHILDREN WITH AUTISM

Appendix B

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Appendix C

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120
100
80

A
B
C

60
40
20
0
Pre-Test

Post-Test

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15

120
100
80

A
B
C

60
40
20
0
Pre-Test

Post-Test
Pre and Post-Test Scores

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Appendix D
Advanced Pre and Post-test Scores

120
100
80
60
40
20
0
Pre-Test
120
100
80
60
40
20
0
Pre-Test

A
B
C
Post-Test

A
B
C
Post-Test

COOKING CLASS FOR CHILDREN WITH AUTISM

Citations
Autism Causes, Types of Autism, Definition, and Symptoms. (n.d.). Retrieved February 19,
2015, from http://www.webmd.com/brain/autism/understanding-autism-basics
Cleaver, S. (n.d.). Hands-On Is Minds-On. Retrieved February 5, 2015, from
http://www.scholastic.com/browse/article.jsp?id=3751901
Peif, S. (2011, February 8). Temple Grandin: Hands-on learning is key to education. Retrieved
February 12, 2015, from http%3A%2F%2Fweb.b.ebscohost.com%2Fsrc%2Fdetail%3Fvid
%3D2%26sid%3Dc838adaa-295c-40e8-ab42-cc119c6fada1%2540sessionmgr115%26hid
%3D123%26bdata%3DJnNpdGU9c3JjLWxpdmU%253d%23db%3Dn5h%26AN
%3D2W62561466653
Wulf, J. (2010, July 01). Cooking club helps autistic children build life skills. Retrieved
September 16, 2014, from http%3A%2F%2Fsearch.ebscohost.com%2Flogin.aspx%3Fdirect
%3Dtrue%26db%3Dn5h%26AN%3D2W61994902881%26site%3Dsrc-live

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