| Autor: |
Hughes SO; Department of Pediatrics, USDA/ARS Children's Nutrition Research Center at Baylor College of Medicine, Houston, TX, USA., Power TG; Department of Human Development, Washington State University, Pullman, WA, USA., Baker SS; Department of Food Science and Human Nutrition, Colorado State University, Ft. Collins, CO, USA., Barale KV; Washington State University Extension, Tacoma, WA, USA., Aragon MC; Washington State University Extension, Tacoma, WA, USA., Lanigan JD; Department of Human Development, Washington State University, Vancouver, WA, USA., Parker L; Department of Human Development, Washington State University Extension, Seattle, WA, USA., Silva Garcia K; Department of Human Development, Washington State University, Pullman, WA, USA., Auld G; Department of Food Science and Human Nutrition, Colorado State University, Ft. Collins, CO, USA., Johnston CA; Department of Health and Human Performance, University of Houston, Houston, TX, USA., Micheli N; Department of Pediatrics, USDA/ARS Children's Nutrition Research Center at Baylor College of Medicine, Houston, TX, USA. |
| Abstrakt: |
Background: Family-based programs show considerable promise in preventing overweight and obesity in young children. However, dissemination is difficult because significant participant and staff involvement is required. This study examined the short-term efficacy of adding parental feeding content to a widely-used nutrition education curriculum for families in low-resourced communities comparing the influence of two delivery methods (in-class and online) on parents' feeding knowledge, practices, and styles. Methods: In this cluster randomized controlled trial, parents of 2- to 8-year-old children enrolled in the EFNEP (Expanded Food and Nutrition Education Program) in Colorado and Washington were randomly assigned to: in-class nutrition education only, in-class nutrition education with in-class feeding content, or in-class nutrition education with online feeding content. Data from the 382 participants who completed both pretest and posttest assessments are reported in this study. Results: Multilevel analyses showed empirical support for the influence of the program on parents' feeding knowledge, practices, and styles. Online and in-class methods were equally effective in delivering feeding content in low-resourced communities. Consistent effects were seen across the two delivery methods for encouraging children to try new foods ( p < 0.05), use of child-centered feeding practices ( i.e., greater responsiveness, p < 0.05), child involvement in food preparation ( p < 0.05), and understanding the number of presentations often necessary for child acceptance of a new food ( p < 0.001). Location and language differences were seen across some constructs. Conclusions: This study demonstrates the efficacy of in-class and online approaches to feeding highlighting the program's positive effects on promoting healthy feeding behaviors for parents of children in low-resourced families. ClinicalTrials.gov Identifier: NCT03170700. |
