Pairing Feeding Content With a Nutrition Education Curriculum: A Comparison of Online and In-Class Delivery

Hughes, Sheryl O.; Power, Thomas G.; Baker, Susan; Barale, Karen; Lanigan, Jane; Parker, Louise; García, Karina Silva; Aragón, M. Catalina; Johnston, Craig A.; Micheli, Nilda

doi:10.1016/j.jneb.2019.11.004

Cited by 11 publications

(9 citation statements)

References 40 publications

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“…Between September 2017 and May 2019, parents of 2- to 8-year-olds were recruited from three counties in Colorado and three counties in Washington from community agencies serving families with low incomes (see Hughes et al, 2020 for details). Classes were offered in both English and Spanish.…”

Section: Methodsmentioning

confidence: 99%

“…The person primarily responsible for feeding the target child was eligible to participate if they met the following criteria: spoke English or Spanish, met EFNEP eligibility requirements, had at least one child between 2 and 8 years, had internet access, had access to a smartphone, and had not previously participated in EFNEP. A power analysis with G-Power (3.1.1), correcting for the clustering of participants within implementations (see Hughes et al, 2020 ), showed that a final sample of 374 parents would yield power of 0.90 to identify a small effect size ( f = .10). Assuming a possible attrition rate of 70%, 530 parents were recruited for participation.…”

Section: Methodsmentioning

confidence: 99%

“…As described in Hughes et al ( 2020 ), parents were offered nine weekly ESBA, small group, in-person lessons (60–90 min each). Per EFNEP guidelines, classes were facilitated by peer educators from the local community.…”

Section: Methodsmentioning

confidence: 99%

“…Given the success of SEEDS, Hughes et al ( 2020 ) developed an online version of the program for parents (Food, Feeding, and Your Family—FFYF) and evaluated it by pairing it with a well-validated, in-person healthy eating, active living curriculum for parents of young children—Eating Smart · Being Active (ESBA) (Auld et al, 2015 ). In a cluster RCT, parents with low incomes who were enrolled in the Expanded Food and Nutrition Education Program (EFNEP—USDA, 2017 ) in Colorado and Washington State were assigned to one of three conditions: online (in-person ESBA plus a mobile phone-based version of FFYF), in-class (in-person ESBA plus an in-person version of FFYF), and control (in-person ESBA alone).…”

Section: Introductionmentioning

confidence: 99%

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Using Mobile Technology for Family-Based Prevention in Families with Low Incomes: Lessons from a Randomized Controlled Trial of a Childhood Obesity Prevention Program

Power,

Baker,

Barale

et al. 2024

Prev Sci

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Researchers are increasingly using web-based technologies to deliver family-based, prevention programming. Few studies have examined the success of such approaches for families with low incomes. The purpose of this study was to describe the level of in-class and online engagement in a childhood obesity prevention program for parents with low incomes, to examine the demographic correlates of parent engagement, and to examine dosage effects on parental feeding outcomes as a function of online exposure. All participants attended in-class nutrition education classes (Eating Smart · Being Active) as part of the Expanded Food and Nutrition Education Program (EFNEP) in Colorado and Washington State (classes were offered in English and Spanish). Participants in this analysis were 168 parents from a larger cluster randomized controlled trial who had been randomly assigned to also receive a newly developed, mobile-based version of an efficacious, feeding-focused, childhood obesity prevention program. Results showed that despite high levels of in-person attendance (70%), participants only accessed 47% of the videos (online content). Older parents and parents of girls showed higher levels of in-person attendance; currently employed parents showed lower levels. Online engagement varied as a function of ethnicity and acculturation: non-Hispanic parents accessed the most videos, low-acculturated Hispanic parents accessed the second most, and highly acculturated Hispanic parents accessed the least. In contrast, low-acculturated Hispanic parents showed the highest in-person attendance. For all but one outcome, significant online program effects were found only for parents who accessed at least half of the videos. Implications for mobile-based, family-based prevention programs for parents with low incomes are considered.ClinicalTrials.gov Identifier: NCT03170700; Registration Date: March 08, 2017.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Mobile Technology for Family-Based Prevention in Families with Low Incomes: Lessons from a Randomized Controlled Trial of a Childhood Obesity Prevention Program

Power,

Baker,

Barale

et al. 2024

Prev Sci

Self Cite

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“…Specifically, we address how research–practice partnerships can reduce the time to dissemination, how designing for modularity can allow for contextual adaptation, how articulating core components can support fidelity and guide adaptation, and how establishing technical assistance infrastructure can support these processes. We illustrate the application of these concepts in a recently developed and tested nutrition intervention—Food Feeding and Your Family (FFYF) [ 21 ].…”

Section: Application Of Principles From Implementation/disseminatimentioning

confidence: 99%

Applying Principles from Prevention and Implementation Sciences to Optimize the Dissemination of Family Feeding Interventions

Parker

Jackson

Lanigan

2020

IJERPH

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Because families are the primary food socialization agent for children, they are a key target for nutrition interventions promoting healthy eating development. Although researchers and clinicians have developed and tested successful family nutrition interventions, few have gained widespread dissemination. Prevention and implementation science disciplines can inform the design, testing, and dissemination of feeding interventions to advance the goals of widespread adoption and population health impact. We review concepts and frameworks from prevention science and dissemination and implementation (D&I) research that are useful to consider in designing, implementing, and evaluating feeding interventions. Risk and protective factor frameworks, types of translation processes, and implementation dimensions are explained. Specifically, we address how research–practice partnerships can reduce time to dissemination, how designing for modularity can allow for contextual adaptation, how articulating core components can strengthen fidelity and guide adaptation, and how establishing technical assistance infrastructure supports these processes. Finally, we review strategies for building capacity in D&I research and practice for nutrition professionals. In sum, the research and knowledge bases from prevention and implementation sciences offer guidance on designing and delivering family interventions in ways that maximize the potential for their broad dissemination, reducing time to translation and optimizing interventions for real-world settings.

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Interventions for increasing fruit and vegetable consumption in children aged five years and under

Hodder

Stacey

O’Brien

et al. 2020

Cochrane Database of Systematic Reviews

136

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Pairing Feeding Content With a Nutrition Education Curriculum: A Comparison of Online and In-Class Delivery

Cited by 11 publications

References 40 publications

Using Mobile Technology for Family-Based Prevention in Families with Low Incomes: Lessons from a Randomized Controlled Trial of a Childhood Obesity Prevention Program

Using Mobile Technology for Family-Based Prevention in Families with Low Incomes: Lessons from a Randomized Controlled Trial of a Childhood Obesity Prevention Program

Applying Principles from Prevention and Implementation Sciences to Optimize the Dissemination of Family Feeding Interventions

Interventions for increasing fruit and vegetable consumption in children aged five years and under

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