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S74 Oral Abstracts Journal of Nutrition Education and Behavior � Volume 42, Number 4S, 2010

Description: Parenting issues are being raised in federallyfunded nutrition education classes. Without the skills toeffectively implement new nutrition information, parentsare hindered in their attempts to make positive food andphysical activity changes with their children. Healthy,Happy Families is a unique curriculum that can be usedwith nutrition education or as a stand-alone series toaddress parenting skills around child feeding.Evaluation: Using a retrospective survey, 77 English-speaking and Spanish-speaking parents showed significantimprovement in nurturance (P<.0001), follow through(P<.0001), family meal time (P¼.002), and introducingnew foods (P<.0001). There was no significant improve-ment in limit setting.Conclusions and Implications: Parents who completeHealthy, Happy Families show significant improvement inparenting skills that benefit child feeding: nurturance, fol-low-through, family mealtime, and introducing newfoods. Strengthening parenting skills may help parentseffectively implement positive nutrition changes withtheir children. Funding was provided by the Universityof California through an ANR Core Issues Grant.

O4 Process Evaluation of Healthy Toddlers: AMultistate Nutrition Education InterventionProgramJoel Lindau, jlindau@cahs.colostate.edu; Garry Auld, PhD,RD, auld@cahs.colostate.edu; Susan Baker, EdD, sbaker@cahs.colostate.edu; Katie Rogers, MS, RD, karogers@cahs.colostate.edu, Colorado State University Department ofFood Science and Human Nutrition, 214 Gifford Building,Fort Collins, CO 80523; Gayle Coleman, MS, RD, CD, gayle.coleman@ces.uwex.edu, University of Wisconsin–Extension, 286 Nutritional Sciences, Madison, WI 53706;Mildred A. Horodynski, PhD, RN, millie@msu.edu, Collegeof Nursing, Michigan State University Nursing ResearchCenter, B515G West Fee Hall, East Lansing, MI 48824;Jennifer K. Park-Mroch, PhD, jennifer.park-mroch@uwex.edu, University of Wisconsin–Extension, Family LivingPrograms, 436 North Lake Street, 301 Extension Building,Madison, WI 53706; Elizabeth Anderson, Elizabeth.Anderson@hc.msu.edu, Michigan State University, MI

Objective: The objective of this study was to conducta process evaluation of a multistate nutrition education in-tervention program.Design, Setting and Participants: Process evaluationprotocols included quarterly telephone calls with data col-lectors and educators, quality control telephone calls withdata collectors assessing prerecorded mother-toddler feed-ing interactions assessing protocol fidelity, surveys andtelephone calls with participants, monthly telephone callswith research staff, and quality control of all data.Intervention: Intervention participants received 8 in-home lessons, one per week, followed by 4 follow-up tele-phone calls. Assessments were conducted before, after, and6 months after lessons.

Outcome Measures and Analysis: Participant surveysand telephone calls were quantitatively and qualitativelyanalyzed. Quarterly telephone calls and monthlytelephone calls with research staff were qualitativelyanalyzed.Results: Process evaluations conclusions: Educators, datacollectors, and participants viewed the intervention verypositively and thought the home was the ideal environ-ment for the lessons; educators and participants indicatedtheir favorite part of the intervention lessons was cookingand trying new recipes; communication between educa-tors and data collectors was a concern during the project;and analysis of food records prompted changes in thetool in year 2 of the project.Conclusions and Implications: Future nutrition inter-ventions may consider one-on-one, in-home educationbased on the positive responses from participants and edu-cators. The inclusion of healthy recipes, prepared andeaten by participants, increased both self-efficacy and over-all satisfaction with the intervention while teaching foodpreparation skills. Finally, food records should be assessedfor face validity and reliability before being used in datacollection. This project is funded by the National Instituteof Food and Agriculture–NRI.

O5 School Garden Food Service Toolkit: AGuide for School Nutrition ProfessionalsKevin Sarb, MS, RD, MBA, sarbk@michigan.gov, MichiganDepartment of Education, PO Box 30008, Lansing, MI48909

Objective: Making improvements in school nutrition isthe goal of many federal, state, and local efforts. Manyschools currently are operating or planning school gar-dens. It is the objective of this toolkit to involve theschool nutrition professional in the planning process,linking the garden to nutrition education and healthyschool meals.Use of Theory or Research: Adult Learning Theory 1.Capitalize on the experience of participants. 2. Ensurelearning is age appropriate to participants. 3. Move to in-creasingly advanced stages of personal development. 4.Provide choice in the availability and organization oflearning programs.Target Audience: The target audience is the school nu-trition professional.Description: Included in the toolkit are resources for (1)getting started; (2) storage, preparation, and culinary tech-niques for fresh produce; (3) nutrition qualities of produce;and (4) quantity food recipes for school garden produce inthe National School Lunch Program.Evaluation: The toolkit was evaluated at a Team Nutri-tion Grant training conducted on February 26, 2010.One hundred percent of participants rated the training as‘‘good’’ or better (78% ‘‘great’’).Conclusions and Implications: One hundred percentof participants stated that they are inspired to makechanges at their school as a result of the training. TheSchool Garden Toolkit will provide resources to school

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nutrition professionals that will help them utilize schoolgardens to increase fresh fruits and vegetables in schoolmeals. This project is funded by a USDA Team NutritionGrant.

O6 Teens Teaching Tweens: Food, Fitness andFunTeri Kemmer, MSA, PhD, RD, teresa.kemmer@sdstate.edu,Box 2275A, SNF 445, Nutrition, Food Science, &Hospitality Department, South Dakota State University,Brookings, SD 57007; Becky Jensen, MS, RD, LN, becky.jensen@sdstate.edu, South Dakota State UniversityCooperative Extension Service, South 3 Field EducationUnit 1000, South Egan Avenue, Madison, SD 57042;Karen Beranek, MS, karen.beranek@sdstate.edu, SouthDakota State University Cooperative Extension Service,McCook County Extension Office, PO Box 130, Salem, SD57058; Jessica Graumann, jrcooper6607@jacks.sdstate.edu, South Dakota State University, 5008 West EquestrianPlace, Apartment 303, Sioux Falls, SD 57106;Nayef Bumaryoum, MS, nbu-maryoum@jacks.sdstate.edu,South Dakota State University, 1422 7th Street, Brookings,SD 57006

Objective: Build the KidQuest program sustainability bydeveloping and utilizing a cross-age teen teaching modelusing trained high school students to deliver KidQuest les-sons to fifth- and sixth-grade students (tweens).Use of Theory or Research: The transdisciplinary ap-proach brings together evidence-based findings fromboth prevention science and education research to pro-mote and sustain healthy eating and activity behaviorchanges. The theoretical models used in program devel-opment are primarily based on constructs from socialcognitive theory.Target Audience: Fifth- and sixth-grade students.Description: KidQuest is a school-based nutrition curricu-lum designed to prevent obesity in fifth- and sixth-gradeyouth. The program also includes components on physicalactivity, goal setting, and rewards. The cross-age teachingmodel uses trained high school teens to deliver the nutritionand physical activity lessons. The South Dakota State Univer-sity transdiciplinary team and Cooperative Extension educa-tors collaborate with school administrators, elementary andhigh school teachers, and physical exercise instructors to co-ordinateand implement the program in local school districts.Evaluation: Project efficacy is determined with a group-randomized study designed to evaluate anthropometric,biochemical, blood pressure, nutrition, and physical activ-ity changes in rural fifth- and sixth-grade participants.Conclusions and Implications: Utilizing the cross-ageteens as teacher model will improve program sustainabilityand promote school ownership, as well as promote healthyeating and physical activity habits. The program is de-signed to prevent obesity by energizing and activatingteens, children, and their parents to take an active role inobesity prevention. This project is funded by South DakotaState University Cooperative Extension and AgriculturalExperiment Station.

O7 Cornell’s Smarter Lunchroom Initiative:Engineering Smart SelectionsBrian Wansink, PhD, bcw28@cornell.edu;Laura E. Smith, BS, les36@cornell.edu, Cornell University,110 Warren Hall, Ithaca, NY 14853; David R. Just, PhD,drj3@cornell.edu, Cornell University, 254 Warren Hall,Ithaca, NY 14853

Objective: The Smarter Lunchroom Initiative focuses onusing eating psychology and behavioral economics to im-prove the nutritional choices students make.Use of Theory or Research: Behavioral Economics andPsychology.Target Audience: The target audiences of the SmarterLunchrooms Initiative are food service directors, parents,students, and policy makers such as the USDA and theSchool Nutrition Association.Description: The Cornell Food and Brand Lab project in-volves making low-cost or no-cost changes to a food’splacement, lighting, signage, display, and convenience tonudge students to make healthier choices. This set of solu-tions has been largely overlooked and can lead students tomake healthier lunch choices without knowing they werenudged in that direction by the way the lunchroom wasdesigned. SmarterLunchrooms.org provides proven win-win ideas: ideas that help students make healthier foodschoices and ideas that are easy and profitable for schoolsto implement.Evaluation: Purchasing records are monitored to evalu-ate the effect of the environmental changes. In addition,students have completed surveys.Conclusions and Implications: This new and innova-tive program shows promise in encouraging healthiereating in school lunchrooms. This presentation will offerprofessionals simple policy solutions to encourage health-ier eating. This project is partially funded by USDA’sEconomic Research Service.

O8 School Employees’ ExperiencesImplementing a Local School Wellness PolicyElizabeth Bancroft, BA, elizabeth.bancroft@gmail.com;Jamie Benedict, PhD, RD, jamieb@cabnr.unr.edu;Karen Spears, PhD, RD, kspears@cabnr.unr.edu;Heather Kerwin, BS, kerwinh@unr.nevada.edu,Department of Nutrition 0142, University of Nevada,Reno, NV 89667

Objective: To investigate the experiences of wellnesscoordinators: principals, and food service managers inimplementing a school wellness policy.Design, Setting and Participants: As part of mixed-method study of the implementation of a local schoolwellness policy, wellness coordinators (n ¼ 4), principals(n¼ 8), and food service managers (n¼ 8) from 12 elemen-tary schools in northern Nevada participated in interviewsregarding (1) the effect of the policy on school practices,(2) the challenges of implementing the policy, and (3) per-ceived benefits.