Pennsylvania State University, 135 E. Nittany Ave., Suite 405, State College, PA 16801, USA.
J Sch Health. 2012 Jan;82(1):37-43. doi: 10.1111/j.1746-1561.2011.00665.x.
Impact of a classroom-based, standardized intervention to address limited vegetable consumption of fourth graders was assessed.
A 4-lesson, vegetable-focused intervention, revised from extant materials was repurposed for Pennsylvania fourth graders with lessons aligned with state academic standards. A reliability-tested survey was modified, then examined for face and content validity and test-retest reliability. Lessons and evaluation materials were modified through an iterative testing process with educator feedback. A nonequivalent control group design was stratified by local Supplemental Nutrition Assistance Program Education (SNAP-Ed) partnering organizations with random assignment of participating elementary schools as control (N = 68) or intervention (N = 72) treatments. Independent t-tests compared control and intervention group changes. A mixed effects model was created to account for classroom effects from the nested sampling method of selecting classrooms within SNAP-Ed partnering organizations. General linear model univariate analyses of variance were conducted to assess intervention effects considering gender, and food preparation/cooking experience.
During a 3- to 5-week time frame, 57 intervention classrooms (N = 1047 students) and 51 control classrooms (N = 890) completed pre- and post-testing. Intervention students improved in vegetable-related attitude, self-efficacy, preference, and knowledge scores (p < .001). For example, intervention vegetable preference increased 1.56 ± 5.80 points; control group mean increase was only 0.08 ± 4.82 points. Group differences in score changes were not affected by gender or interactions between gender and food preparation/cooking experience with family.
A defined intervention delivered in a SNAP-Ed setting can positively impact mediators associated with vegetable intake for fourth-grade students.
评估了一项基于课堂的标准化干预措施对四年级学生蔬菜摄入量有限问题的影响。
将先前存在的材料进行修订，设计了一个 4 节课、以蔬菜为重点的干预措施，与宾夕法尼亚州四年级学生的课程相匹配，并与州立学术标准相吻合。对经过可靠性测试的调查进行了修改，然后对其进行了表面和内容有效性以及测试-重测可靠性检验。通过迭代测试过程和教育工作者的反馈，对课程和评估材料进行了修改。采用非等效对照组设计，根据当地补充营养援助计划教育（SNAP-Ed）合作伙伴组织进行分层，随机分配参与的小学作为对照组（N=68）或干预组（N=72）。采用独立样本 t 检验比较对照组和干预组的变化。创建了一个混合效应模型，以考虑从选择 SNAP-Ed 合作伙伴组织内的班级的嵌套抽样方法中产生的班级效应。采用单变量方差分析进行一般线性模型分析，考虑性别和食物准备/烹饪经验，评估干预效果。
在 3 到 5 周的时间内，57 个干预班（N=1047 名学生）和 51 个对照班（N=890 名学生）完成了前测和后测。干预组学生在蔬菜相关态度、自我效能感、偏好和知识得分方面有所提高（p<0.001）。例如，干预组学生的蔬菜偏好增加了 1.56±5.80 分；而对照组的平均增幅仅为 0.08±4.82 分。性别或性别与家庭烹饪经验之间的相互作用对分数变化的组间差异没有影响。
在 SNAP-Ed 环境中实施的明确干预措施可以对四年级学生与蔬菜摄入量相关的介体产生积极影响。
