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Title: PROMOTION OF BREAKFAST CONSUMPTION PATTERNSIN ELEMENTARY SCHOOL CHILDREN
Author(s): B. W. Henry, S. A. Saye, A. Timmons; School of Family,Consumer, and Nutrition Sciences, Northern Illinois University,DeKalb, IL
Learning Outcome: To analyze the results of a health promotionstrategy, aimed to improve fourth-grade students’ understanding ofthe importance of breakfast
Text: The purpose of this study was to determine breakfast patternsof fourth-grade children before and after an educational intervention.Using pre-experimental design and pre- and posttest measures, afourth-grade class (n�24) at a local elementary school receivednutrition education promoting healthy breakfasts for two weeks. The“Start ‘Wright’ with Breakfast” program included five in-class lessons(one hour each), and several in-class and take-home activitiesrequiring different skill sets. Lessons focused on making better foodchoices, especially for breakfast. Data from 22 students includedthree-day food records from parents, and breakfast recalls, pre/posttest results, and children’s responses to the intervention activities.Chi-square analysis was completed to determine differences in childbreakfast recalls, parental food records, and knowledge changesfollowing nutrition education intervention. Food group consumptionreported in breakfast recalls increased significantly (p�0.05). In foodrecord data, significant improvements were found in the number offood groups consumed and calcium intake at breakfast (p�0.043,p�0.001, respectively). However, most students did not meet criteriafor high-quality breakfast intakes and changes in knowledge were notstatistically significant. Qualitative observations of interventionactivities were positive, with high levels of participation. Childrendemonstrated improved knowledge regarding the importance ofbreakfast and how it related to healthy eating through in-class andout-of-class activities. These fourth-graders received nutritioneducation enthusiastically and improved on some indicators ofbreakfast quality. With further application of similar nutrition andeducational concepts to this age group, nutrition knowledge anddietary behavior may be improved for long-lasting benefits.
Funding Disclosure: None
Title: PROMOTING HEATLHY SNACKING IN MINORITY,ELEMENTARY SCHOOL YOUTH USING A STUDENT-DRIVENLEARNING MODEL
Author(s): M. C. Pflugh,1 Z. A. Del-Villar,1 M. Kelly2; 1PS 180,Healthy Schools Healthy Families, New York, NY, 2Hugo NewmanCollege Preparatory School/PS 180, New York, NY
Learning Outcome: To understand the effectiveness of using astudent-driven learning model to promote healthy snacking inminority youth
Text: There are currently 24 million US children that are overweightor at-risk-for overweight. Barriers to healthy eating in minorityyouth include cultural acceptance of healthy foods and access tohealthy foods in low-income neighborhoods. This program tested theability of a student-driven learning model to facilitate a small groupof minority youth to create a healthy snacking promotion to reach254 students (50% of student population). Fourteen first and secondgrade students signed up to attend the Healthy Snack Cluster.Students identified two barriers to healthy snacking: negativeperception of healthy foods and limited access to healthy foods.Students received background instruction on nutrition,environmental health, food assessments, and community service.Students were then prompted to use this new knowledge tobrainstorm solutions to the previously identified healthy snackingbarriers. Students decided to hold a healthy snack sale to exposetheir peers to kid-friendly, healthy snacks. The sale reached 189youth (37% of student population). Students also completed acommunity food assessment and distributed their “Healthy SnackMap” to 508 youth (100% of student population). The “Healthy SnackMap” was also distributed at two school-wide events attended byparents and the community and is posted in two locations in theschool. Minority youth can be guided to promote healthy eatingbehaviors among their peers. The student-driven learning modelwarrants further evaluation as a public health initiative for healthpromotion and disease prevention in minority youth.
Funding Disclosure: None
Title: PARENTS’ FEEDING DECISIONS, PRACTICES ANDPERCEIVED BARRIERS TO HEALTHFUL EATING FOR THEIRCHILDREN
Author(s): E. Schwenk, N. Cotugna; Health, Nutrition & ExerciseSciences, University of Delaware, Newark, DE
Learning Outcome: Identify a) whether parents or children wereresponsible for making decisions about what foods to eat, when toeat, where foods were eaten and how much to eat for meals andsnacks; b) selected child feeding practices; c) racial differences infeeding decisions; d) the impact of time and finances
Text: Eighty-three parents of children in two after school careprograms were surveyed about their feeding decision practicesregarding children’s meals and snacks. They were also questionedabout selected feeding practices such as eating out, family meals, andbarriers to healthful eating. Surveys were delivered to parents by thechildren with incentives offered for return. Response rate was 57% inthis convenience sample. The majority of parents rather thanchildren were deciding what foods were offered for meals (87%) andsnacks (68%), when foods were offered for meals (89%) and snacks(75%) and where meals were eaten in the home( 89%). Rather thanletting their children decide what portions to eat, 63% of parentsmade that decision for them. When their children were not hungry,53% of parents made the decision as to whether or not the child hadto eat. Seventy-five percent of the families always or almost alwaysate dinner together, although 28% indicated meals were eaten infront of the TV. Only 15% ate breakfast together regularly. Mostfamilies (79%) ate out 1-3 times weekly with 64% of those eatingoccasions being at a fast food establishment. Food was used asreward by 26% of parents and time and money were seen as barriersto healthful eating by 57% and 36% respectively. There were nosignificant racial differences on any variables. With rising childobesity rates, parents may need further education on letting childrendecide how much to eat, respecting hunger signals and using food asreward.
Funding Disclosure: None
Title: TEACHING ON THE FOOD SYSTEM ANDSUSTAINABILITY IN THE DIETETIC CURRICULUM: A SURVEYOF EDUCATORS
Author(s): A. H. Harmon; Health and Human Development,Montana State University, Bozeman, MT
Learning Outcome: To understand the current level of teachingabout food systems and sustainability in the dietetic curriculum,related educator attitudes and educational resource needs.
Text: The purpose of this survey research was to assess the extent towhich concepts related to the food system and sustainability aretaught in current dietetic curricula, to assess related attitudes amongdietetic educators, and to determine the needs of educators forexpanding teaching in this area. A survey was developed by theSustainable Agriculture and Food Systems Committee of the ADAHunger and Environmental Nutrition Practice Group (HEN). Anelectronic invitation to participate in the on-line survey was sent toall directors of didactic programs in dietetics and coordinatedprograms. Directors were instructed to forward the invitation to thedietetic educators at their institutions. 145 educators participated inthe survey. Respondents indicated that community nutrition is thecourse most likely to include content related to the food system andsustainability. From a list of potential food system topics, educatorsfelt the following were the most important to include inundergraduate dietetic education: community food security, geneticengineering, contamination of fish and food safety, water quality, andseasonally available foods. The type of resource most desired byeducators is curriculum guidance, and specifically guidance onstudent projects, class activities that promote discussion, andrecommended reading. On-line training was the most desired format.Inadequate time in the curriculum appears to be the most significantperceived barrier to expanding teaching on the food system andsustainability. Survey results will be used by a joint committee ofHEN and Dietetic Educators of Practitioners (DEP) members todevelop needed resources for educators.
Funding Disclosure: None
MONDAY, OCTOBER 1
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH
A-62 / August 2007 Suppl 3—Abstracts Volume 107 Number 8