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Retention Interval and Fourth-Grade Children's Reporting Accuracy for Energy in School-Breakfast Reports and School-Lunch Reports (Obtained in 24-Hour Dietary Recalls)
SUNDAY, OCTOBER 18
POSTER SESSION: PROFESSIONAL SKILLS; NUTRITION ASSESSMENT; MEDICAL NUTRITION THERAPY Retention Interval and Fourth-Grade Children’s Reporting Accuracy for Energy in School-Breakfast Reports and School-Lunch Reports (Obtained in 24-Hour Dietary Recalls) Author(s): S. D. Baxter,1 C. H. Guinn,1 J. A. Royer,1 J. W. Hardin,2 A. J. Mackelprang,1 A. F. Smith3; 1Institute for Families in Society, University of South Carolina, Columbia, SC, 2Department of Epidemiology and Biostatistics, and Center for Health Services and Policy Research, University of South Carolina, Columbia, SC, 3Department of Psychology, Cleveland State University, Cleveland, OH Learning Outcome: To describe how children’s accuracy for reporting energy in school-breakfast reports and school-lunch reports (in 24-hour dietary recalls) was best when the retention interval was shortest, and deteriorated as the retention interval was lengthened. Validation-study data were analyzed to investigate the effect of retention interval (time between the to-be-reported meal and the interview) on children’s accuracy for reporting energy in school-breakfast reports and school-lunch reports in 24-hour dietary recalls. Each of 374 children was observed eating school breakfast and school lunch, and interviewed to obtain a 24-hour dietary recall using one of six conditions from crossing two target periods (prior 24 hours [24]; previous day [PD]) with three interview times (morning [M]; afternoon [A]; evening [E]). Each condition had 62 or 64 children. For the conditions, retention-interval lengths in hours were (shortest to longest), for breakfast, 24M⫽1, 24A⫽5, 24E⫽11, PDM⫽25, PDA⫽29, and PDE⫽35; and for lunch, 24A⫽1, 24E⫽7, 24M⫽21, PDM⫽21, PDA⫽25, and PDE⫽31. Correspondence rates (reporting-accuracy measure with 100% best) and rank-transformed inflation ratios (reporting-error measure with 0% best) were analyzed using analysis of variance. As the retention interval increased, breakfast correspondence rates decreased (24M⫽71%, 24A⫽70%, 24E⫽61%, PDM⫽47%, PDA⫽44%, PDE⫽42%), breakfast inflation ratios increased (24M⫽114%, 24A⫽104%, 24E⫽131%, PDM⫽155%, PDA⫽183%, PDE⫽187%), lunch correspondence rates decreased (24A⫽59%, 24E⫽65%, 24M⫽45%, PDM⫽54%, PDA⫽33%, PDE⫽34%) and lunch inflation ratios increased (24A⫽108%, 24E⫽121%, 24M⫽169%, PDM⫽129%, PDA⫽167%, PDE⫽193%) [4 trend p-valuesⱕ0.0033]. Thus, accuracy was best when retention intervals were shortest (24M for breakfast; 24A for lunch). Although the retention interval was identical for lunch for 24M and PDM (with lunch eaten on the day before the interview), accuracy was better for lunch for PDM than 24M (2 contrast pvaluesⱕ0.011). Results illuminate the importance of retention interval for children’s dietary recall accuracy.
Evaluation of Alabama Public School Wellness Policies and State School Mandate Implementation Author(s): A. Gaines,1 S. S. Gropper,2 S. Lonis-Shumate3; 1Department of Health Sciences, The University of Alabama, Tuscaloosa, AL, 2Department of Nutrition and Food Science, Auburn University, Auburn, AL, 3College of Business and Information Service, Tuskegee University, Tuskegee, AL Learning Outcome: Determine wellness policy compliance and state school health mandate compliance in Alabama public schools compared with other national and state estimates. Background: To evaluate wellness policies created by Alabama (AL) public school systems and progress made in implementation of Alabama State Department of Education (ALSDE) school food and nutrition mandates. Methods: Wellness policies from AL public school systems were compared to guidelines required by the Child Nutrition and WIC Reauthorization Act of 2004. In addition, data were analyzed from school system superintendent surveys regarding compliance with ALSDE mandates of 2005. Systems were graded based on the percentage of seven components addressed in wellness policies, and on the percentage of ALSDE mandates implemented. Several factors were analyzed to determine their impact on scores. Results: The majority of school systems (71%) were in compliance with all federal wellness policy requirements. An average 6.4 components were addressed, for a mean score of 92%. Mean implementation of ALSDE mandates was 79%; only 7% of systems indicated completion of all mandates. There were no significant differences in federal wellness policy or ALSDE mandate compliance scores based on system type, enrollment, percentage of students eligible for free and reduced-price meals, use of an environmental assessment survey, and use of wellness committee and a nutrition professional during policy development. Conclusion: AL school systems did well creating school wellness policies with appropriate content. This does not, however, guarantee effective policies. School systems have not done as well implementing ALSDE mandates, demonstrating a delay between policy creation and implementation. Future research is needed regarding progress school systems make in implementation of school health policy, and on factors influencing that progress. Funding Disclosure: None
Funding Disclosure: Grant R01 HL074358 from the National Heart, Lung, and Blood Institute of the National Institutes of Health. SD Baxter was Principal Investigator.
Perceptions of Principals’ Compliance with Implementation of State School Board Mandated Vending Regulations
Exploring Teachers’ Perceptions: Implementation of a School Wellness Policy
Author(s): J. R. Fons, D. M. Brown; Department of Nutrition and Food Systems, The University of Southern Mississippi, Hattiesburg, MS
Author(s): H. L. Himler, J. Benedict, G. Snow, K. Spears, H. Kerwinh; Nutrition, University of Nevada, Reno, Reno, NV
Learning Outcome: Following the abstract presentation, participants will be able to describe barriers in implementing Mississippi beverage and snack vending regulations in the school nutrition environment, specific to the current economic climate.
Learning Outcome: Identify teachers’ perceptions, roles, and experiences of implementing a school wellness policy
Statewide beverage and snack vending regulations were adopted in January 2007 in an effort to control the nutrient quality of snacks and beverages sold during the school day to Mississippi children. The purpose of this study was to capture baseline data on the degree to which principals reported compliance with the initial implementation of snack and beverage regulations. A cross-sectional descriptive design used a stratified random sample of Mississippi public school administrators to complete and electronic mailed survey which identifying the types of snacks and beverages offered for sale during the school day (7am - 4pm). The sample included 115 school administrators of which 33 (28%) completed the survey. Approximately 18% of the sample acknowledged the sale of non-approved snacks and 27% acknowledged the sale of sweetened beverages during school meal periods despite state regulations prohibiting this practice. Although state regulations are designed to improve the school nutrition environment, these study findings suggest greater attention on compliance with established regulations is needed. The cost of regulatory oversight, personnel time, travel, and assessment of penalties for noncompliance are barriers that are difficult to enforce especially in the current economic climate. Nutrition professionals can play a key role in identifying ways to encourage more healthful choices such as differential pricing strategies to negotiate the financial challenges ahead. Limitations to this study include the use of an internet-based survey, which restricted respondents to only those with valid electronic mail addresses, and a low response rate (28%). Funding Disclosure: The University of Southern Mississippi, Department of Nutrition and Food Systems.
This study explored the implementation of a school wellness policy, specifically teachers’ perceptions, roles, and experiences. Ten focus groups (n ⫽ 69 teachers) were conducted in Nevada’s Washoe County School District. Elementary (n ⫽ 4), junior (n ⫽ 3) and high schools (n ⫽ 3) participated. Experienced moderators facilitated the focus groups. Participants’ comments were audio recorded and transcribed verbatim. Data were coded using NVivo 7® Qualitative Analysis Software. To assess reliability, a data sub-set was coded by two investigators with eighty-percent agreement. Findings indicated teachers generally supported the policy. However, some experienced new challenges regarding fundraising and scheduling recess before lunch. Also, incongruities were perceived between the policy and items served in the School Lunch Program. Student benefits, recognized by some teachers, were greater water consumption at all school levels, less soda consumption, less access to unhealthy foods, and more opportunities to obtain nutrition knowledge and exercise healthier food choices. Other teachers noted students were more often exposed to adults modeling healthy habits. Additional findings revealed some elementary teachers found it difficult to accommodate physical activity requirements without reducing instruction time for other subjects. In conclusion, the overall findings suggest teachers at all levels approved of the changes to the school environment that resulted from the wellness policy, and perceived benefits to themselves and their students. These findings provided the foundation for a quantitative survey instrument to assess teacher’s experiences with a school wellness policy. Funding Disclosure: University of Nevada Agricultural Experiment Station
A-20 / September 2009 Suppl 3—Abstracts Volume 109 Number 9
POSTER SESSION: PROFESSIONAL SKILLS; NUTRITION ASSESSMENT; MEDICAL NUTRITION THERAPY Retention Interval and Fourth-Grade Children’s Reporting Accuracy for Energy in School-Breakfast Reports and School-Lunch Reports (Obtained in 24-Hour Dietary Recalls) Author(s): S. D. Baxter,1 C. H. Guinn,1 J. A. Royer,1 J. W. Hardin,2 A. J. Mackelprang,1 A. F. Smith3; 1Institute for Families in Society, University of South Carolina, Columbia, SC, 2Department of Epidemiology and Biostatistics, and Center for Health Services and Policy Research, University of South Carolina, Columbia, SC, 3Department of Psychology, Cleveland State University, Cleveland, OH Learning Outcome: To describe how children’s accuracy for reporting energy in school-breakfast reports and school-lunch reports (in 24-hour dietary recalls) was best when the retention interval was shortest, and deteriorated as the retention interval was lengthened. Validation-study data were analyzed to investigate the effect of retention interval (time between the to-be-reported meal and the interview) on children’s accuracy for reporting energy in school-breakfast reports and school-lunch reports in 24-hour dietary recalls. Each of 374 children was observed eating school breakfast and school lunch, and interviewed to obtain a 24-hour dietary recall using one of six conditions from crossing two target periods (prior 24 hours [24]; previous day [PD]) with three interview times (morning [M]; afternoon [A]; evening [E]). Each condition had 62 or 64 children. For the conditions, retention-interval lengths in hours were (shortest to longest), for breakfast, 24M⫽1, 24A⫽5, 24E⫽11, PDM⫽25, PDA⫽29, and PDE⫽35; and for lunch, 24A⫽1, 24E⫽7, 24M⫽21, PDM⫽21, PDA⫽25, and PDE⫽31. Correspondence rates (reporting-accuracy measure with 100% best) and rank-transformed inflation ratios (reporting-error measure with 0% best) were analyzed using analysis of variance. As the retention interval increased, breakfast correspondence rates decreased (24M⫽71%, 24A⫽70%, 24E⫽61%, PDM⫽47%, PDA⫽44%, PDE⫽42%), breakfast inflation ratios increased (24M⫽114%, 24A⫽104%, 24E⫽131%, PDM⫽155%, PDA⫽183%, PDE⫽187%), lunch correspondence rates decreased (24A⫽59%, 24E⫽65%, 24M⫽45%, PDM⫽54%, PDA⫽33%, PDE⫽34%) and lunch inflation ratios increased (24A⫽108%, 24E⫽121%, 24M⫽169%, PDM⫽129%, PDA⫽167%, PDE⫽193%) [4 trend p-valuesⱕ0.0033]. Thus, accuracy was best when retention intervals were shortest (24M for breakfast; 24A for lunch). Although the retention interval was identical for lunch for 24M and PDM (with lunch eaten on the day before the interview), accuracy was better for lunch for PDM than 24M (2 contrast pvaluesⱕ0.011). Results illuminate the importance of retention interval for children’s dietary recall accuracy.
Evaluation of Alabama Public School Wellness Policies and State School Mandate Implementation Author(s): A. Gaines,1 S. S. Gropper,2 S. Lonis-Shumate3; 1Department of Health Sciences, The University of Alabama, Tuscaloosa, AL, 2Department of Nutrition and Food Science, Auburn University, Auburn, AL, 3College of Business and Information Service, Tuskegee University, Tuskegee, AL Learning Outcome: Determine wellness policy compliance and state school health mandate compliance in Alabama public schools compared with other national and state estimates. Background: To evaluate wellness policies created by Alabama (AL) public school systems and progress made in implementation of Alabama State Department of Education (ALSDE) school food and nutrition mandates. Methods: Wellness policies from AL public school systems were compared to guidelines required by the Child Nutrition and WIC Reauthorization Act of 2004. In addition, data were analyzed from school system superintendent surveys regarding compliance with ALSDE mandates of 2005. Systems were graded based on the percentage of seven components addressed in wellness policies, and on the percentage of ALSDE mandates implemented. Several factors were analyzed to determine their impact on scores. Results: The majority of school systems (71%) were in compliance with all federal wellness policy requirements. An average 6.4 components were addressed, for a mean score of 92%. Mean implementation of ALSDE mandates was 79%; only 7% of systems indicated completion of all mandates. There were no significant differences in federal wellness policy or ALSDE mandate compliance scores based on system type, enrollment, percentage of students eligible for free and reduced-price meals, use of an environmental assessment survey, and use of wellness committee and a nutrition professional during policy development. Conclusion: AL school systems did well creating school wellness policies with appropriate content. This does not, however, guarantee effective policies. School systems have not done as well implementing ALSDE mandates, demonstrating a delay between policy creation and implementation. Future research is needed regarding progress school systems make in implementation of school health policy, and on factors influencing that progress. Funding Disclosure: None
Funding Disclosure: Grant R01 HL074358 from the National Heart, Lung, and Blood Institute of the National Institutes of Health. SD Baxter was Principal Investigator.
Perceptions of Principals’ Compliance with Implementation of State School Board Mandated Vending Regulations
Exploring Teachers’ Perceptions: Implementation of a School Wellness Policy
Author(s): J. R. Fons, D. M. Brown; Department of Nutrition and Food Systems, The University of Southern Mississippi, Hattiesburg, MS
Author(s): H. L. Himler, J. Benedict, G. Snow, K. Spears, H. Kerwinh; Nutrition, University of Nevada, Reno, Reno, NV
Learning Outcome: Following the abstract presentation, participants will be able to describe barriers in implementing Mississippi beverage and snack vending regulations in the school nutrition environment, specific to the current economic climate.
Learning Outcome: Identify teachers’ perceptions, roles, and experiences of implementing a school wellness policy
Statewide beverage and snack vending regulations were adopted in January 2007 in an effort to control the nutrient quality of snacks and beverages sold during the school day to Mississippi children. The purpose of this study was to capture baseline data on the degree to which principals reported compliance with the initial implementation of snack and beverage regulations. A cross-sectional descriptive design used a stratified random sample of Mississippi public school administrators to complete and electronic mailed survey which identifying the types of snacks and beverages offered for sale during the school day (7am - 4pm). The sample included 115 school administrators of which 33 (28%) completed the survey. Approximately 18% of the sample acknowledged the sale of non-approved snacks and 27% acknowledged the sale of sweetened beverages during school meal periods despite state regulations prohibiting this practice. Although state regulations are designed to improve the school nutrition environment, these study findings suggest greater attention on compliance with established regulations is needed. The cost of regulatory oversight, personnel time, travel, and assessment of penalties for noncompliance are barriers that are difficult to enforce especially in the current economic climate. Nutrition professionals can play a key role in identifying ways to encourage more healthful choices such as differential pricing strategies to negotiate the financial challenges ahead. Limitations to this study include the use of an internet-based survey, which restricted respondents to only those with valid electronic mail addresses, and a low response rate (28%). Funding Disclosure: The University of Southern Mississippi, Department of Nutrition and Food Systems.
This study explored the implementation of a school wellness policy, specifically teachers’ perceptions, roles, and experiences. Ten focus groups (n ⫽ 69 teachers) were conducted in Nevada’s Washoe County School District. Elementary (n ⫽ 4), junior (n ⫽ 3) and high schools (n ⫽ 3) participated. Experienced moderators facilitated the focus groups. Participants’ comments were audio recorded and transcribed verbatim. Data were coded using NVivo 7® Qualitative Analysis Software. To assess reliability, a data sub-set was coded by two investigators with eighty-percent agreement. Findings indicated teachers generally supported the policy. However, some experienced new challenges regarding fundraising and scheduling recess before lunch. Also, incongruities were perceived between the policy and items served in the School Lunch Program. Student benefits, recognized by some teachers, were greater water consumption at all school levels, less soda consumption, less access to unhealthy foods, and more opportunities to obtain nutrition knowledge and exercise healthier food choices. Other teachers noted students were more often exposed to adults modeling healthy habits. Additional findings revealed some elementary teachers found it difficult to accommodate physical activity requirements without reducing instruction time for other subjects. In conclusion, the overall findings suggest teachers at all levels approved of the changes to the school environment that resulted from the wellness policy, and perceived benefits to themselves and their students. These findings provided the foundation for a quantitative survey instrument to assess teacher’s experiences with a school wellness policy. Funding Disclosure: University of Nevada Agricultural Experiment Station
A-20 / September 2009 Suppl 3—Abstracts Volume 109 Number 9