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As is the case for all children, children and adolescents with an autism spectrum disorder (ASD) must, over time, develop skills to manage their diet. They can find it very difficult to establish eating habits. This article presents the implementation and progress of a food familiarization procedure in forty-nine children with ASD (aged four to twelve). The results show the importance of using certain teaching principles such as dialogical support and observation of the zone of proximal development. These principles enable professionals to broaden their understanding of the child’s functioning and adapt the activities that they use with them.