For many families, gathering around the table for a meal brings comfort, connection, and a sense of routine. But for children with pediatric feeding disorders—especially those on the spectrum of neurodiversity—it can be a source of stress and emotional dysregulation. Understanding how food, psychology, sensory processing and neurodiversity interact is key to providing care through a whole-person approach—one that fits each family's unique needs.
Morgan Heiser, PsyD '25, is a pediatric psychology fellow working with individuals with pediatric feeding disorders and neurodevelopmental disorders. With a background in pediatric psychology and behavioral analysis, Heiser's clinical approach blends evidence-based practices with compassion.
This summer, she completed a doctoral internship at the University of Michigan's Mary A. Rackham Institute, where she honed her expertise in pediatric feeding challenges. Much of her current work focuses on the complex, often misunderstood intersection of feeding and neurodiversity.
Feeding challenges are rarely just about food. For neurodivergent children—like those with autism or ADHD—eating can be a multisensory experience shaped by how a food smells, looks, feels or tastes.
“Eating, in and of itself, is such a sensory experience—especially for neurodiverse brains, because they're experiencing the world in a completely different way,” Heiser said. “The sensory aspects of food might be heightened, or just different, which impacts how a child not only experiences the food, but how they feel about it.”
“Nutrition is an area where parents often feel especially exhausted. It helps to identify what the child's safe foods are, and then focus on how we can build from there, rather than take anything away.”
Morgan Heiser, PsyD '25Pediatric psychology fellow
These sensitivities often go beyond the food itself. At school, children may struggle with the overwhelming noise of cafeterias, harsh lighting, or the unpredictability of unfamiliar packaging and utensils. Heiser emphasizes that effective feeding support begins with fostering emotional safety and creating an environment where children feel secure enough to engage and explore.
At the same time, meeting nutritional needs while respecting a child's neurodivergent identity may require careful coordination. Heiser often works closely with dietitians and clinicians to make sure children receive proper nourishment without compromising their comfort and sense of safety.
“Nutrition is an area where parents often feel especially exhausted,” Heiser said. “It helps to identify what the child's safe foods are, and then focus on how we can build from there, rather than take anything away.”
By honoring a child's food boundaries and gently expanding their comfort zone, feeding therapy shifts from a sole focus on dietary milestones to a process of building trust, supporting autonomy, and affirming each child's unique way of engaging with the world.
Feeding challenges can also affect the entire family. Heiser partners closely with caregivers to develop consistent mealtime routines that fit their cultural values and home environment, knowing that structure and predictability help reduce anxiety for everyone involved.
This might include small but meaningful adjustments, such as using familiar utensils, encouraging preferred food preparation methods, or bringing home foods into clinical sessions to create comfort and support progress. Sometimes, Heiser asks families to record mealtime videos at home, offering insight into emotional dynamics, routines and interactions that help her tailor strategies supporting both the child's needs and the family's overall emotional resilience.
“Caregivers are part of the team—they're the experts on their own child,” she said. “If we can't get everyone in the room to feel calm, connected, engaged, it's going to be challenging to address any sort of feeding difficulty. Emotion regulation is one of the first things I focus on.”
While the field has made meaningful strides in amplifying neurodiverse voices within clinical care, Heiser continues to refine how she centers those perspectives while remaining grounded in evidence-based practices. Her interdisciplinary approach reflects a change in feeding support that values a child's sense of safety, independence, and well-being as much as their nutritional needs.
Established in 1899, Philadelphia College of Osteopathic Medicine (PCOM) has trained thousands of highly competent, caring physicians, health practitioners and behavioral scientists who practice a “whole person” approach to care—treating people, not just symptoms. PCOM, a private, not-for-profit accredited institution of higher education, operates three campuses (PCOM, PCOM Georgia and PCOM South Georgia) and offers doctoral degrees in clinical psychology, educational psychology, osteopathic medicine, pharmacy, physical therapy, and school psychology. The college also offers graduate degrees in applied behavior analysis, applied positive psychology, biomedical sciences, forensic medicine, medical laboratory science, mental health counseling, physician assistant studies, and school psychology. PCOM students learn the importance of health promotion, research, education and service to the community. Through its community-based Healthcare Centers, PCOM provides care to medically underserved populations. For more information, visit pcom.edu or call 215-871-6100.
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