Consumer experiences of food environments during the Covid-19 pandemic: Global insights from a rapid online survey of individuals from 119 countries

Sandwiches are the most common “casual-food” consumed by all age groups in Spain. Due to the importance of visual appearance to promote unplanned or impulse buying, foodservice and hospitality companies focus on improving the visual impression of their food menus to create an expectation that satisfies both sensory and hedonic consumer experiences. To provide a list of attributes about the visual appearance of sandwiches, 25 students were recruited from a university and were invited to participate in two nominal group technique (NGT) sessions. To understand whether a sandwiches’ appearance can influence the expectation of consumers, 259 participants completed an online survey specially designed from the results of the NGT sessions. Data were analyzed using conjoint, internal preference mapping and cluster analysis; the interaction effect by gender was also studied. The conjoint results indicate that visual perception about the filling (vegetal or pork based) plays the most key role overall in consumer expectation. When consumers choose vegetables as the filling, the consumers’ perceived sandwiches as healthier, but the pork filling was perceived as more attractive and satiating. Interaction effect by gender was observed in filling when females perceived pork filling as less healthy than vegetable. By acceptance, consumers were segmented into three groups. The first cluster (n = 80) selected the pork filling. The smaller group (cluster 3, n = 36) prioritized the vegetal filling, and the most numerous cluster 2 (n = 140) liked sandwiches with multigrain bread. These results may help companies to build tailor-made marketing strategies to satisfy consumer segments.

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Has the Netherlands created a healthy food environment for its citizens? Application of the Food Environment Policy Index (Food-EPI)

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1085 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

S K Djojosoeparto ◽

C B M Kamphuis ◽

F van Lenthe ◽

M P Poelman

Keyword(s):

The Netherlands ◽

Best Practices ◽

Food Environment ◽

Online Survey ◽

National Level ◽

Healthy Food ◽

Food Environments ◽

Environment Policy ◽

National Prevention ◽

Interdisciplinary Study

Abstract Background Healthy food environments have the potential to improve population nutrition and decrease NCDs. The aim of the study was to assess the efforts of the National Government in the Netherlands towards creating healthier food environments using the Healthy Food Environment Policy Index (Food-EPI). Methods We compiled evidence on national food environment policies in the Netherlands for each of the 47 indicators. This document has been verified for completeness and accuracy by Dutch governmental officials. A panel of independent, nongovernment experts specialized in nutrition, obesity or chronic diseases, was provided with this evidence and rated the extent of implementation of Dutch policies by benchmarking these policies against international best practices during an online survey in May-July 2020. The experts also rated to which extent policies could lead to a decrease or widening of socio-economic inequalities in dietary intake. In addition, experts formulated actions to improve food environment policies in the Netherlands. Results This is the first interdisciplinary study to assess food environment policies developed and set by the Netherlands. The overview of national level policies resulted in a evidence document, describing policies (or the lack thereof) for each of the 47 indicators. The evidence document shows that the Netherlands has mostly voluntary policies, mainly through the National Prevention Agreement (launched in 2018) and Agreement on Product Improvement (launched in 2014). Results from the online survey and the formulated actions will be presented during the conference. The results will reflect the experts' ratings supported by documented evidence and will provide meaningful guidance to governmental officials and public health advocates in their efforts to improve the food environment policies in the Netherlands.

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Evaluating food-related policies in Germany using the Food Environment Policy Index (Food-EPI)

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1084 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

K Geffert ◽

P von Philipsborn ◽

J M Stratil ◽

E A Rehfuess

Keyword(s):

Food Environment ◽

Food Systems ◽

Best Practice ◽

Online Survey ◽

Food Environments ◽

Expert Group ◽

Sustainable Food ◽

Environment Policy ◽

Depth Analysis ◽

German Food

Abstract Background Germany has seen as rising burden of diet-related adverse health outcomes. Policies for improving food environments and related infrastructure are essential to reduce this burden. A growing awareness of the interlinkages between sustainability and nutrition underlines the need for healthy, sustainable food environments. Therefore, we applied the Food Environment Policy Index (Food-EPI) with an additional domain on sustainability to monitor German food policies and to formulate actions for improvement. Methods For the evidence analysis information on food environment and infrastructure was collected from various sources. Results were validated with an expert group consisting of representatives of government agencies, non-governmental organizations and academia. The level of implementation, compared to international best practice examples, was ranked by the expert group through an online survey. A one-day workshop was conducted to identify actions to fill the gaps identified in the online ranking and to prioritize these actions in terms of importance and achievability. Results The application of the Food-EPI to German policies and interventions shows a nuanced picture of strengths and weaknesses of the German food environment and infrastructure. Some domains such as monitoring and surveillance are in line with international best practice, however other domains show considerable room for improvement. The recommended actions to improve the shortcomings of the German food environment includes a list with priority actions. Conclusions The results from the Food-EPI provides an in-depth analysis of German food environment policies and infrastructure, as well as a list of prioritized actions to improve it. Key message Integrating a sustainability domain into the Food-EPI offers opportunities to identify priority actions for the creation of healthy, sustainable food systems.

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Has the European Union created a healthy food environment for its citizens? Application of the Food Environment Policy Index (Food-EPI)

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1083 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

S K Djojosoeparto ◽

C B M Kamphuis ◽

S Vandevijvere ◽

C Murrin ◽

I Stanley ◽

...

Keyword(s):

European Union ◽

Dietary Intake ◽

Food Environment ◽

Online Survey ◽

Food Environments ◽

The European Union ◽

Eu Member States ◽

Eu Policies ◽

The Eu ◽

Economic Inequalities

Abstract Background European Union (EU) Member states' food environments are shaped by both national and EU policies. To date however, studies assessing food environment policies developed and set by the EU are scarce. The aim of this study was to assess the strength of EU policies to improve food environments as well as to assess the extent these policies could lead to a decrease or widening of socio-economic inequalities in dietary intake. Methods We compiled evidence on the EU policies for each of the Food-EPI 47 indicators. A European panel of independent, non-government experts (N = 30) specialized in nutrition, obesity or chronic diseases, using the Food-EPI evidence, rated the strength of EU policies to improve food environments during an online survey in February-March 2020. The experts also rated to which extent policies could lead to a decrease or widening of socio-economic inequalities in dietary intake. In addition, experts formulated actions to improve EU food environment policies, which were prioritized during a follow-up online survey. Results The overview of EU-level policies resulted in a 79-pages document, describing policies (or the lack thereof) for each of the 47 Food-EPI indicators. This document has been verified for completeness and accuracy by EU governmental officials. The evidence document shows that the EU has mainly binding legislation on the food labelling whereas policies on the other Food-EPI domains are mostly voluntary. Results from the online survey and the formulated prioritized actions will be presented during the conference. The results will reflect the experts' ratings supported by documented evidence and will provide meaningful guidance to EU officials and public health advocates in their efforts to improve the food environment policies set by the EU.

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Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00040 ◽

2020 ◽

Vol 51 (2) ◽

pp. 469-478

Author(s):

Sarah Allen ◽

Robert Mayo

Keyword(s):

Hearing Loss ◽

Online Survey ◽

Working Relationships ◽

Speech Language Pathologists ◽

School Aged Children ◽

School Based ◽

Significant Difference ◽

Positive Feelings ◽

Children With Hearing Loss ◽

Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00071 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1987-1996

Author(s):

Sherine R. Tambyraja

Keyword(s):

Parental Involvement ◽

Online Survey ◽

Speech Therapy ◽

Speech Sound ◽

Speech Sound Disorders ◽

Speech Sound Disorder ◽

Speech Language Pathologists ◽

School Based ◽

Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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Stuttering-Related Podcasts: Audio-Based Self-Help for People Who Stutter

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00014 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1131-1138

Author(s):

Lauren E. Dignazio ◽

Megan M. Kenny ◽

Erik X. Raj ◽

Kyle D. Pelkey

Keyword(s):

Support Groups ◽

Support Group ◽

Online Survey ◽

Multiple Choice ◽

Speech Language Pathologists ◽

Group Leaders ◽

Self Help ◽

Group Members

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.

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Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00115 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1666-1682

Author(s):

Lena G. Caesar ◽

Merertu Kitila

Keyword(s):

Service Delivery ◽

Graduate School ◽

Online Survey ◽

The United States ◽

Academic Preparation ◽

Speech Language Pathologists ◽

Confidence Levels ◽

Graduate School Preparation ◽

Graduate Preparation ◽

Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

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Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00019 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1552-1563

Author(s):

Denise A. Tucker ◽

Mary V. Compton ◽

Sarah J. Allen ◽

Robert Mayo ◽

Celia Hooper ◽

...

Keyword(s):

Doctoral Students ◽

Online Survey ◽

Academic Research ◽

Doctoral Degree ◽

Full Time ◽

Doctoral Study ◽

Doctoral Research ◽

Part Time ◽

Advance Research ◽

Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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