- Email: [email protected]
Availability and Use of Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs
MONDAY, OCTOBER 20
Poster Session: Food/Nutrition Science; Education; Management; Food Services/Culinary; Research Validity and Reliability of a Questionnaire Assessing Current Cooking Skills and Food Preparation Involvement in College-Age Adults
Development, Validation and Implementation of the Health Density Vending Machine Audit Tool (HDVMAT)
Author(s): E.L. Ripberger, B. Grossman, R. Swanson; Foods and Nutrition, Univ. of Georgia, Athens, GA
Author(s): M. Matthews1, T.M. Horacek1, M.D. Olfert2, M.M. Koenings3, K.P. Shelnutt4, C. Stocker5, D.L. Golem6, K.K. Kattelmann7, S. Colby8, L. Franzen-Castle9, O.N. Brown10, J.S. Morrell11; 1Syracuse Univ., Syracuse, NY, 2West Virginia Univ., Morgantown, WV, 3 Rutgers, The State Univ. of New Jersey, New Brunswick, NJ, 4Univ. of Florida, Gainesville, FL, 5Univ. of Maine, Orono, ME, 6New Mexico State Univ., Las Cruces, NM, 7 South Dakota State Univ., Brookings, SD, 8The Univ. of Tennessee, Knoxville, TN, 9Univ. of Nebraska-Lincoln, Lincoln, NE, 10Auburn Univ., Auburn, AL, 11Univ. of New Hampshire, Durham, NH
Learning Outcome: Attendees will be aware of a validated cooking skills and food preparation questionnaire available for use in college-age adults. Low fruit and vegetable intake is associated with increased chronic disease risk across the lifespan. Like others, college students fall short of current recommended intakes of fruits and vegetables and consumption patterns present during college persist. Food preparation involvement and level of cooking skills has been associated with fruit and vegetable intake in young adults. However, this relationship is poorly understood due to a lack of an appropriate validated assessment tool. The objective was to develop and validate a cooking skills and food preparation involvement questionnaire for use with college-age adults. A twenty-item questionnaire utilizing a closedquestion format was designed based on factors known to be involved in the evaluation of cooking skills and food preparation involvement. Content validity was assessed by nutrition experts (n¼15). Face validity (n¼7) and internal and repeat reliability were assessed with groups of students (n¼18) similar to the target audience. Feasibility of use with college students was assessed (n¼215). The questionnaire draft was revised based on content and face validity testing. Cronbach’s alpha for factors affecting food consumption and food purchasing habits were 0.72 and 0.88, respectively, indicating good internal consistency. Spearman correlation coefficients between time 1 and time 2 for each item ranged from 0.56-1.00 (all significant at P < 0.05), indicated good repeatability. Feasibility testing highlighted the ease of use within the college setting. This tool provides a standardized method for evaluating current cooking skills and food preparation involvement that could be utilized when assessing success of dietary interventions in college students. Funding Disclosure: None
Learning Outcome: Participants will be able to identify the variables evaluated in the Health Density Vending Machine Audit Tool (HDVMAT). Vending machines may be contributing to an obesogenic food environment. The Health Density Vending Machine Audit Tool (HDVMAT) was developed to comprehensively evaluate and score vending machines based on machine accessibility/availability, product healthfulness, price, and promotion. A novel nutrient-dense scoring system was created to determine the healthfulness of vended snacks based upon calories and macro/micronutrients and of beverages based on type and/or calories. The HDVMAT was implemented in 91 snack and 100 beverage university vending machines in 11 states. Nutrition Environment Measures Survey-Vending (NEMS-V) was used to validate the nutrient-density score for a sub-sample of machines. Comparisons were made using t-tests, ANOVA and Spearman’s correlation. The mean HDVMAT scores were 13.91.6 (range 10-17) and 11.21.3 (range 8-15) for snack and beverage machines, respectively. Significant differences in scores were found between states and building types, with the healthiest machines found in recreation facilities. Comparing products by type and size, healthy products were equally priced or less expensive for 83% and 13% of the machines, respectively. In the validation sub-study, the mean percentage of healthy products was significantly higher according to HDVMAT vs. NEMS-V for both snacks: 13.87.7 vs. 4.17.6 (p<0.001) and beverages: 22.917.7 vs. 17.713.7 (p<0.01). The percentage of healthy products via HDVMAT and NEMS-V were positively correlated for both snacks (r¼.383, p<0.05) and beverages (r¼.749, p<0.001). The HDVMAT is comparable to NEMS-V, using a unique nutrient-dense scoring approach to evaluate snacks along a continuum of healthfulness criteria, offering a more accurate representation of the nutritional quality of vended snacks. Funding Disclosure: Supported by each institution
Availability and Use of Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs
Fourth-Grade Children’s Responses to a 14-Item Social Desirability Questionnaire Administered in the Classroom versus One-on-One Interview
Author(s): S. Lisson, K. Wilkerson, T. Babatunde, V. Carraway-Stage; Nutrition Science, East Carolina Univ., Greenville, NC
Author(s): S.D. Baxter1, K.K. Vaadi1, A.L. Smith1, M.P. Puryear1, K.L. Collins1, C.H. Guinn1, A.F. Smith2, P.H. Miller3, D.B. Hitchcock4, C.J. Finney5; 1College of Social Work, Institute for Families in Society, Univ. of South Carolina, Columbia, SC, 2Department of Psychology, Cleveland State Univ., Cleveland, OH, 3Department of Psychology, San Francisco State Univ., San Francisco, CA, 4Department of Statistics, Univ. of South Carolina, Columbia, SC, 5 College of Social Work, Institute for Families in Society, Univ. of South Carolina and South Carolina Budget and Control Board Div. of Res. and Statistics, Columbia, SC
Learning Outcome: As a result of this poster, learners will have a better understanding of the nutrition education resources available to Head Start preschool teachers in North Carolina. Many children learn about nutrition and healthy lifestyles through preschool and early childhood education programs such as Head Start. Educators use a wide variety of resources to teach nutrition. The purpose of this study was to identify resources useful to teachers educating preschool children about nutrition education in North Carolina-based (NC) Head Start preschool classrooms. Sixty-three individual, in-depth interviews were conducted with Head Start administrators (n¼31) and teachers (n¼32) between September 2011 and May 2012. Interviews were conducted by telephone, recorded, and transcribed verbatim. Researchers analyzed the transcripts using a grounded theory approach. Five major themes (i.e. funding, time, material resources, human resources, and training opportunities) were identified and used to develop a substantive-level model. Participants indicated time, funding, and limited access to training opportunities were limited resources that negatively impacted their ability to incorporate nutrition education within their classrooms. Material (e.g. classroom materials, standardized nutrition curricula) and human resources (e.g. community partners) were cited as helpful to implementing nutrition education, but only when these resources were easily accessible by teachers. The proposed model attempts to explain the impact resources have on nutrition education in NC Head Start programs. Administrators and teachers can use this model to help identify availability and use of resources that may improve the quality of nutrition education provided within the classroom environment. Further research is needed to determine the most effective strategies for overcoming barriers to nutrition education within Head Start organizations with limited resources. Funding Disclosure: None
Learning Outcome: Explain whether fourth-grade children’s responses to a 14-item social desirability questionnaire differed by mode of administration—classroom versus one-onone interview. Dietary reporting may be related to social desirability–a response bias which involves reporting that one never performs a behavior that most people perform at least occasionally (e.g., reporting that one has never broken a rule), or always performs a behavior that most people usually perform but omit occasionally (e.g., reporting that one always does the right things). We investigated administration mode and fourth-grade children’s responses to a 14-item social desirability questionnaire. Children from 21 classes in five public schools in four districts in spring, 2014, were randomized to administration mode within classes and schools. For classroom administration (n¼81; 45 boys; 44 Black, 29 White, 8 Other), researchers distributed questionnaires, then read questions and response options to children in classes; children marked questionnaires. For one-on-one-interview administration (n¼77; 41 boys; 36 Black, 36 White, 5 Other), a researcher read questions and response options to individual children in a private location at school; children responded verbally, and researchers marked questionnaires. Each item had “yes” and “no” response options. Scores could range from zero to 14; higher scores indicated greater social desirability. Mean scores were greater for one-on-one-interview-administered (8.433.69 [mean standard deviation]) than classroom-administered (6.843.51) questionnaires (two-sided p-value¼0.0063; independent samples t-test). Children reported more social desirability in one-on-one-interview-administered than in classroom-administered questionnaires. One-on-one interviews are a more intimate environment in which children may be more inclined to provide socially desirable responses. We recommend using only one administration mode, instead of several, for the 14-item social desirability questionnaire with children throughout a study. Funding Disclosure: Grant R01HL103737 (Principal Investigator e SD Baxter) from the National Heart, Lung, and Blood Institute of the National Institutes of Health
September 2014 Suppl 2—Abstracts Volume 114 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-65
Poster Session: Food/Nutrition Science; Education; Management; Food Services/Culinary; Research Validity and Reliability of a Questionnaire Assessing Current Cooking Skills and Food Preparation Involvement in College-Age Adults
Development, Validation and Implementation of the Health Density Vending Machine Audit Tool (HDVMAT)
Author(s): E.L. Ripberger, B. Grossman, R. Swanson; Foods and Nutrition, Univ. of Georgia, Athens, GA
Author(s): M. Matthews1, T.M. Horacek1, M.D. Olfert2, M.M. Koenings3, K.P. Shelnutt4, C. Stocker5, D.L. Golem6, K.K. Kattelmann7, S. Colby8, L. Franzen-Castle9, O.N. Brown10, J.S. Morrell11; 1Syracuse Univ., Syracuse, NY, 2West Virginia Univ., Morgantown, WV, 3 Rutgers, The State Univ. of New Jersey, New Brunswick, NJ, 4Univ. of Florida, Gainesville, FL, 5Univ. of Maine, Orono, ME, 6New Mexico State Univ., Las Cruces, NM, 7 South Dakota State Univ., Brookings, SD, 8The Univ. of Tennessee, Knoxville, TN, 9Univ. of Nebraska-Lincoln, Lincoln, NE, 10Auburn Univ., Auburn, AL, 11Univ. of New Hampshire, Durham, NH
Learning Outcome: Attendees will be aware of a validated cooking skills and food preparation questionnaire available for use in college-age adults. Low fruit and vegetable intake is associated with increased chronic disease risk across the lifespan. Like others, college students fall short of current recommended intakes of fruits and vegetables and consumption patterns present during college persist. Food preparation involvement and level of cooking skills has been associated with fruit and vegetable intake in young adults. However, this relationship is poorly understood due to a lack of an appropriate validated assessment tool. The objective was to develop and validate a cooking skills and food preparation involvement questionnaire for use with college-age adults. A twenty-item questionnaire utilizing a closedquestion format was designed based on factors known to be involved in the evaluation of cooking skills and food preparation involvement. Content validity was assessed by nutrition experts (n¼15). Face validity (n¼7) and internal and repeat reliability were assessed with groups of students (n¼18) similar to the target audience. Feasibility of use with college students was assessed (n¼215). The questionnaire draft was revised based on content and face validity testing. Cronbach’s alpha for factors affecting food consumption and food purchasing habits were 0.72 and 0.88, respectively, indicating good internal consistency. Spearman correlation coefficients between time 1 and time 2 for each item ranged from 0.56-1.00 (all significant at P < 0.05), indicated good repeatability. Feasibility testing highlighted the ease of use within the college setting. This tool provides a standardized method for evaluating current cooking skills and food preparation involvement that could be utilized when assessing success of dietary interventions in college students. Funding Disclosure: None
Learning Outcome: Participants will be able to identify the variables evaluated in the Health Density Vending Machine Audit Tool (HDVMAT). Vending machines may be contributing to an obesogenic food environment. The Health Density Vending Machine Audit Tool (HDVMAT) was developed to comprehensively evaluate and score vending machines based on machine accessibility/availability, product healthfulness, price, and promotion. A novel nutrient-dense scoring system was created to determine the healthfulness of vended snacks based upon calories and macro/micronutrients and of beverages based on type and/or calories. The HDVMAT was implemented in 91 snack and 100 beverage university vending machines in 11 states. Nutrition Environment Measures Survey-Vending (NEMS-V) was used to validate the nutrient-density score for a sub-sample of machines. Comparisons were made using t-tests, ANOVA and Spearman’s correlation. The mean HDVMAT scores were 13.91.6 (range 10-17) and 11.21.3 (range 8-15) for snack and beverage machines, respectively. Significant differences in scores were found between states and building types, with the healthiest machines found in recreation facilities. Comparing products by type and size, healthy products were equally priced or less expensive for 83% and 13% of the machines, respectively. In the validation sub-study, the mean percentage of healthy products was significantly higher according to HDVMAT vs. NEMS-V for both snacks: 13.87.7 vs. 4.17.6 (p<0.001) and beverages: 22.917.7 vs. 17.713.7 (p<0.01). The percentage of healthy products via HDVMAT and NEMS-V were positively correlated for both snacks (r¼.383, p<0.05) and beverages (r¼.749, p<0.001). The HDVMAT is comparable to NEMS-V, using a unique nutrient-dense scoring approach to evaluate snacks along a continuum of healthfulness criteria, offering a more accurate representation of the nutritional quality of vended snacks. Funding Disclosure: Supported by each institution
Availability and Use of Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs
Fourth-Grade Children’s Responses to a 14-Item Social Desirability Questionnaire Administered in the Classroom versus One-on-One Interview
Author(s): S. Lisson, K. Wilkerson, T. Babatunde, V. Carraway-Stage; Nutrition Science, East Carolina Univ., Greenville, NC
Author(s): S.D. Baxter1, K.K. Vaadi1, A.L. Smith1, M.P. Puryear1, K.L. Collins1, C.H. Guinn1, A.F. Smith2, P.H. Miller3, D.B. Hitchcock4, C.J. Finney5; 1College of Social Work, Institute for Families in Society, Univ. of South Carolina, Columbia, SC, 2Department of Psychology, Cleveland State Univ., Cleveland, OH, 3Department of Psychology, San Francisco State Univ., San Francisco, CA, 4Department of Statistics, Univ. of South Carolina, Columbia, SC, 5 College of Social Work, Institute for Families in Society, Univ. of South Carolina and South Carolina Budget and Control Board Div. of Res. and Statistics, Columbia, SC
Learning Outcome: As a result of this poster, learners will have a better understanding of the nutrition education resources available to Head Start preschool teachers in North Carolina. Many children learn about nutrition and healthy lifestyles through preschool and early childhood education programs such as Head Start. Educators use a wide variety of resources to teach nutrition. The purpose of this study was to identify resources useful to teachers educating preschool children about nutrition education in North Carolina-based (NC) Head Start preschool classrooms. Sixty-three individual, in-depth interviews were conducted with Head Start administrators (n¼31) and teachers (n¼32) between September 2011 and May 2012. Interviews were conducted by telephone, recorded, and transcribed verbatim. Researchers analyzed the transcripts using a grounded theory approach. Five major themes (i.e. funding, time, material resources, human resources, and training opportunities) were identified and used to develop a substantive-level model. Participants indicated time, funding, and limited access to training opportunities were limited resources that negatively impacted their ability to incorporate nutrition education within their classrooms. Material (e.g. classroom materials, standardized nutrition curricula) and human resources (e.g. community partners) were cited as helpful to implementing nutrition education, but only when these resources were easily accessible by teachers. The proposed model attempts to explain the impact resources have on nutrition education in NC Head Start programs. Administrators and teachers can use this model to help identify availability and use of resources that may improve the quality of nutrition education provided within the classroom environment. Further research is needed to determine the most effective strategies for overcoming barriers to nutrition education within Head Start organizations with limited resources. Funding Disclosure: None
Learning Outcome: Explain whether fourth-grade children’s responses to a 14-item social desirability questionnaire differed by mode of administration—classroom versus one-onone interview. Dietary reporting may be related to social desirability–a response bias which involves reporting that one never performs a behavior that most people perform at least occasionally (e.g., reporting that one has never broken a rule), or always performs a behavior that most people usually perform but omit occasionally (e.g., reporting that one always does the right things). We investigated administration mode and fourth-grade children’s responses to a 14-item social desirability questionnaire. Children from 21 classes in five public schools in four districts in spring, 2014, were randomized to administration mode within classes and schools. For classroom administration (n¼81; 45 boys; 44 Black, 29 White, 8 Other), researchers distributed questionnaires, then read questions and response options to children in classes; children marked questionnaires. For one-on-one-interview administration (n¼77; 41 boys; 36 Black, 36 White, 5 Other), a researcher read questions and response options to individual children in a private location at school; children responded verbally, and researchers marked questionnaires. Each item had “yes” and “no” response options. Scores could range from zero to 14; higher scores indicated greater social desirability. Mean scores were greater for one-on-one-interview-administered (8.433.69 [mean standard deviation]) than classroom-administered (6.843.51) questionnaires (two-sided p-value¼0.0063; independent samples t-test). Children reported more social desirability in one-on-one-interview-administered than in classroom-administered questionnaires. One-on-one interviews are a more intimate environment in which children may be more inclined to provide socially desirable responses. We recommend using only one administration mode, instead of several, for the 14-item social desirability questionnaire with children throughout a study. Funding Disclosure: Grant R01HL103737 (Principal Investigator e SD Baxter) from the National Heart, Lung, and Blood Institute of the National Institutes of Health
September 2014 Suppl 2—Abstracts Volume 114 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-65