- Email: [email protected]
P82 New Jersey Healthy Kids Initiative
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019
P81 Modification of a Preschool Nutrition Education Curriculum for Use in Special Education Classrooms Julie Rutledge, PhD, [email protected], Louisiana Tech University, PO Box 3167, Ruston, LA 71272; Peyton Percle, MA, Louisiana Tech University; Taren Swindle, PhD, University of Arkansas for Medical Sciences Background: Special education (SPED) classrooms may be overlooked when nutrition interventions are implemented because of the potential for numerous modifications to meet the need of children with diverse developmental needs. Objective: This study presents the process for modification of We Inspire Smart Eating (WISE), a classroom-based nutrition education curriculum, for use in preschool SPED classrooms. Study Design, Settings, Participants: As part of an agency-wide adoption of WISE, SPED teachers (N = 4) were trained in the WISE core components and given freedom to adapt the curriculum to their needs while keeping the core components. After two year of implementation, four focus groups were held with the SPED teachers to solicit the types of modifications made by SPED teachers. Measureable Outcome/Analysis: WISE modifications were coded using Wilstey-Stirman and colleagues’ (2013) coding system. The coding focused on (a) By WHOM are the modification made; (b) WHAT is modified (content, context, and/or, training); (c) (If yes to content) at what LEVEL OF DELIVERY and (d) the NATURE of the content modification; and (e) to what AREAS are context modifications made. Results: Teachers made both content and context modifications. The majority of WHAT was modified was content at the group/classroom LEVEL OF DELIVERY. The NATURE of the majority of the modifications were coded as tailoring/tweaking/refining, shortening/condensing, and lengthening/extending. For example, in typically developing classrooms, WISE is implemented in short sessions once per week across the month. In SPED, WISE is shortened to be implemented across one week/month with lessons lengthened and extended to better meet children’s developmental needs. Many WISE lessons are also tailored (e.g., follow the recipe for making applesauce but then give ready-made applesauce for instant gratification due to cognitive delays). Conclusion: This study illustrates the application of the Wilstey-Stirman framework to capture the adaptations to a classroom-based nutrition curriculum for use with children in SPED. In addition, the captured adaptations provide examples for how SPED classrooms can be included in nutrition promotion interventions. Funding: NIH Lincoln Health Foundation.
P82 New Jersey Healthy Kids Initiative Gloria Dominguez-Bello, PhD, MS, BS, Rutgers University; Peggy Policastro, PhD, RDN, Rutgers University; David Krol, MD, Rutgers University; Daniel Hoffman, PhD, Rutgers University; Christopher Gunning, BS, RDN, MBA, Rutgers University; Arnold Rabson, PhD, MD, Rutgers University; Mara Domidor, BA, Rutgers University; Erin Comollo, MS, [email protected], Rutgers University, 61 Dudley Rd, New Brunswick, NJ 08901
Poster Abstracts
S69
Objective: The New Jersey Institute for Food, Nutrition, and Health (IFNH) and Child Health Institute of New Jersey (CHINJ), joined resources for New Jersey Healthy Kids Initiative (NJHKI). The initiative ensures children enter kindergarten at a healthy weight and maintain it throughout childhood, while also lowering New Jersey’s percentage of childhood overweight and obesity (32%), preventing weight related morbidities later in life. Providing leadership and organizational infrastructure, NJHKI will support an integrated set of activities with the goal of improving the health of children through lifestyle optimization at the intersection of healthy weight and metabolism, nutrition and culinary education, physical fitness. Its innovative paradigm of individualized evaluations and interventions for each school’s unique context and demographic will foster a culturally-responsive, customized approach. Use of Theory or Research: The NJHKI approach draws upon socio-ecological and behavior change theories. Interventions are informed by relevant research. Target Audience: The initiative aims to be a voice for children everywhere, especially those in communities disproportionately burdened by childhood obesity. Program Description: The NJHKI team consists of a: medical director, PhD-RDN behavioral nutritionist, RDNsocial media expert, program director, developer, coordinator, and co-principal investigators. First year deliverables are the development of community, scientific, and fundraising boards; building relationships with stakeholders; and building a social media presence. Second and third year deliverables include development, testing, and engagement of schools across NJ in a “culture of health model.” Evaluation Methods: Mixed methods data will be collected to evaluate program effectiveness and implementation. Children’s anthropometric and biometric data will be collected to measure health outcomes. School program, policies, and practices, as well as knowledge, behavior, and skills will be evaluated using document reviews, interviews, and observation. Results: NJHKI has hosted the first of five symposia focused on child health and initiated partnerships with beta-site schools. Conclusions: This initiative will unfold in collaboration with the public and private-sectors of New Jersey and positions the state to be a leader in child health and a voice for children everywhere. Funding: Robert Wood Johnson Foundation.
P83 Nutrition Education in Congregate and Home Delivered Meal Sites: What Do We Know? Christina Riccardo, EdD, RD, [email protected], Teachers College, Columbia University, 289 Maple Point Dr, Langhorne, PA 19047; Pam Koch, EdD, RDN, Teachers College, Columbia University; Randi Wolf, PhD, MPH, Teachers College, Columbia University; Isobel Contento, PhD, Teachers College, Columbia University Background: By 2030, nearly 21% of the population will be 65 years and older. Those who reach 65 will live, on Continued on page S70
P81 Modification of a Preschool Nutrition Education Curriculum for Use in Special Education Classrooms Julie Rutledge, PhD, [email protected], Louisiana Tech University, PO Box 3167, Ruston, LA 71272; Peyton Percle, MA, Louisiana Tech University; Taren Swindle, PhD, University of Arkansas for Medical Sciences Background: Special education (SPED) classrooms may be overlooked when nutrition interventions are implemented because of the potential for numerous modifications to meet the need of children with diverse developmental needs. Objective: This study presents the process for modification of We Inspire Smart Eating (WISE), a classroom-based nutrition education curriculum, for use in preschool SPED classrooms. Study Design, Settings, Participants: As part of an agency-wide adoption of WISE, SPED teachers (N = 4) were trained in the WISE core components and given freedom to adapt the curriculum to their needs while keeping the core components. After two year of implementation, four focus groups were held with the SPED teachers to solicit the types of modifications made by SPED teachers. Measureable Outcome/Analysis: WISE modifications were coded using Wilstey-Stirman and colleagues’ (2013) coding system. The coding focused on (a) By WHOM are the modification made; (b) WHAT is modified (content, context, and/or, training); (c) (If yes to content) at what LEVEL OF DELIVERY and (d) the NATURE of the content modification; and (e) to what AREAS are context modifications made. Results: Teachers made both content and context modifications. The majority of WHAT was modified was content at the group/classroom LEVEL OF DELIVERY. The NATURE of the majority of the modifications were coded as tailoring/tweaking/refining, shortening/condensing, and lengthening/extending. For example, in typically developing classrooms, WISE is implemented in short sessions once per week across the month. In SPED, WISE is shortened to be implemented across one week/month with lessons lengthened and extended to better meet children’s developmental needs. Many WISE lessons are also tailored (e.g., follow the recipe for making applesauce but then give ready-made applesauce for instant gratification due to cognitive delays). Conclusion: This study illustrates the application of the Wilstey-Stirman framework to capture the adaptations to a classroom-based nutrition curriculum for use with children in SPED. In addition, the captured adaptations provide examples for how SPED classrooms can be included in nutrition promotion interventions. Funding: NIH Lincoln Health Foundation.
P82 New Jersey Healthy Kids Initiative Gloria Dominguez-Bello, PhD, MS, BS, Rutgers University; Peggy Policastro, PhD, RDN, Rutgers University; David Krol, MD, Rutgers University; Daniel Hoffman, PhD, Rutgers University; Christopher Gunning, BS, RDN, MBA, Rutgers University; Arnold Rabson, PhD, MD, Rutgers University; Mara Domidor, BA, Rutgers University; Erin Comollo, MS, [email protected], Rutgers University, 61 Dudley Rd, New Brunswick, NJ 08901
Poster Abstracts
S69
Objective: The New Jersey Institute for Food, Nutrition, and Health (IFNH) and Child Health Institute of New Jersey (CHINJ), joined resources for New Jersey Healthy Kids Initiative (NJHKI). The initiative ensures children enter kindergarten at a healthy weight and maintain it throughout childhood, while also lowering New Jersey’s percentage of childhood overweight and obesity (32%), preventing weight related morbidities later in life. Providing leadership and organizational infrastructure, NJHKI will support an integrated set of activities with the goal of improving the health of children through lifestyle optimization at the intersection of healthy weight and metabolism, nutrition and culinary education, physical fitness. Its innovative paradigm of individualized evaluations and interventions for each school’s unique context and demographic will foster a culturally-responsive, customized approach. Use of Theory or Research: The NJHKI approach draws upon socio-ecological and behavior change theories. Interventions are informed by relevant research. Target Audience: The initiative aims to be a voice for children everywhere, especially those in communities disproportionately burdened by childhood obesity. Program Description: The NJHKI team consists of a: medical director, PhD-RDN behavioral nutritionist, RDNsocial media expert, program director, developer, coordinator, and co-principal investigators. First year deliverables are the development of community, scientific, and fundraising boards; building relationships with stakeholders; and building a social media presence. Second and third year deliverables include development, testing, and engagement of schools across NJ in a “culture of health model.” Evaluation Methods: Mixed methods data will be collected to evaluate program effectiveness and implementation. Children’s anthropometric and biometric data will be collected to measure health outcomes. School program, policies, and practices, as well as knowledge, behavior, and skills will be evaluated using document reviews, interviews, and observation. Results: NJHKI has hosted the first of five symposia focused on child health and initiated partnerships with beta-site schools. Conclusions: This initiative will unfold in collaboration with the public and private-sectors of New Jersey and positions the state to be a leader in child health and a voice for children everywhere. Funding: Robert Wood Johnson Foundation.
P83 Nutrition Education in Congregate and Home Delivered Meal Sites: What Do We Know? Christina Riccardo, EdD, RD, [email protected], Teachers College, Columbia University, 289 Maple Point Dr, Langhorne, PA 19047; Pam Koch, EdD, RDN, Teachers College, Columbia University; Randi Wolf, PhD, MPH, Teachers College, Columbia University; Isobel Contento, PhD, Teachers College, Columbia University Background: By 2030, nearly 21% of the population will be 65 years and older. Those who reach 65 will live, on Continued on page S70