The Planned Tasting Method

I’m finally paying off an old debt with this post. I’ve written about this method before, and I even dedicated two longer podcast episodes to it (you’ll find the links at the end), yet I keep feeling that it’s impossible to talk about it enough. There is always a clearer way to explain why — and especially how — it is worth starting.

What is it, really?

This “method” is not a rigid protocol. Rather, it is a systematized body of knowledge built on nearly 30 years of experience — specifically regarding how individuals with ARFID can begin exploring new foods.

For this reason, we talk about guidelines rather than strict rules. At the beginning, it’s helpful to follow the recommendations closely. Later, however, it’s absolutely appropriate — and encouraged — to personalize the process. In fact, the more you adapt it to yourselves, the better it tends to work. 😊

Why is introducing new foods so difficult?

In ARFID, two major factors play a key role:

• sensory sensitivities

• cognitive rigidity (black-and-white, inflexible thinking)

  
  

These factors contribute not only to the development of ARFID, but also to its maintenance.

Over time, unfamiliar — or long-avoided — foods can genuinely feel strange, overwhelming, or unpleasant. As a result, the person avoids them. Avoidance reduces anxiety in the short term, but increases it in the long term. This is how the vicious cycle forms.

Planned tasting can interrupt this rigid pattern — if introduced at the right time.

When does it work?

This approach typically works well from around age 8–10 and into adulthood. Younger children are usually not yet motivated for change and may not be able to make sustained efforts toward a longer-term goal.

If you feel your child is not ready, it may be worth waiting a month or two. It is essential that the decision feels like their own. Pressure — as with many things in ARFID — tends to backfire.

The Theoretical Foundation

• It only works with the person’s consent.

• This is point zero — without it, do not begin.

• Start with a food they will very likely enjoy (often something sweet).

• The first 10 sessions are not about real “novelty.”

  
  

I call this "mental desensitization".

The goal is for the person to:

• become familiar with the process of tasting,

• experience that they are capable of doing it,

• realize that “the world does not collapse” when a new food enters their mouth.

  
  

The key distinction: we are not building positive associations with a specific food at first, but with the act of tasting itself.

Not every food that is tasted needs to become part of the diet. The goal is gentle, step-by-step exploration of food properties.

Gradual Progression and Fear Hierarchy

After several successful rounds, the difficulty can be increased.

In therapy, we often use a fear hierarchy: foods are grouped into three categories based on perceived difficulty, and we move from the easiest toward the more challenging ones.

Practical Guidelines

1. Choose the food together.

2. Schedule tasting during the least stressful part of the day.

3. Relax beforehand if needed.

4. Have a container available for spitting out the food.

5. Use a very small piece — about 1 cm.

6. Immediately offer a preferred drink afterward.

7. Provide immediate reinforcement after tasting.

8. Rate the experience from 0–10.

9. Taste the same food at least 10 times.

   
   

Frequently Asked Questions

• Who should choose the food?

With children, they should decide. You may gently guide them, but they should feel in control.

• Why choose the calmest time of day?

Because even after giving consent, they may hesitate at the last moment. This is normal — and usually only happens during the first few attempts.

• Why is relaxation important?

When anxiety is high, the nervous system is in a state of alert. In that state, genuine sensory processing cannot occur.

If anxiety is intense:

• take slow breaths together,

• listen to calming music,

• engage in an activity that helps them feel grounded.

If you don’t yet know what helps them regulate, that needs to be clarified first.

• Why allow spitting it out?

Because the goal is exploration, not consumption. In practice, children only spit it out when they truly need to.

• Why such a small amount?

Due to sensory sensitivities, there is a huge difference between a tiny cube and a “regular bite.” Larger amounts can easily backfire.

• The Question of Rewards

“Eating should be enjoyable. Why reward it?”

Because at this stage, it isn’t.

Initially, external reinforcement helps carry the process through the hardest phase. Later — as fear decreases — tasting itself, parental pride, and personal accomplishment become rewarding.

And no, rewards are not needed forever.

What can serve as a reward? Anything genuinely motivating. Yes, even extra screen time if necessary. This is typically temporary support.

• Why Rate It?

First, for tracking progress.Second, to soften black-and-white thinking.

There is more than just “I like it” or “I don’t like it.”

• Why at Least 10 Times?

Because the nervous system learns through repetition. After age one, 8–15 exposures are typically needed to tolerate a new food — and with ARFID, often more.

This part cannot be skipped. 😊

I hope this summary provides practical guidance for families who may not have access to professional support. The goal is for home attempts to be intentional, safe, and ideally mutually positive experiences — rather than repeated failures.

If you found this helpful, please consider sharing it so it can reach more families.

Orsi