What Works? Process Evaluation of a School-Based Fruit and Vegetable Distribution Program in Mississippi

2011 ◽  
Vol 81 (4) ◽  
pp. 202-211 ◽  
Author(s):  
Susan C. Potter ◽  
Doris Schneider ◽  
Karin K. Coyle ◽  
Gary May ◽  
Leah Robin ◽  
...  
Keyword(s):  
Process Evaluation ◽  
Fruit And Vegetable ◽  
School Based ◽  
What Works

Methods, Results, and Lessons Learned from Process Evaluation of the High 5 School-Based Nutrition Intervention

2000 ◽  
Vol 27 (2) ◽  
pp. 177-186 ◽  
Author(s):  
Kim D. Reynolds ◽  
Frank A. Franklin ◽  
Laura C. Leviton ◽  
Julie Maloy ◽  
Kathleen F. Harrington ◽  
...  
Keyword(s):  
Process Evaluation ◽  
Family Involvement ◽  
Dietary Intervention ◽  
Vegetable Consumption ◽  
Outcome Evaluation ◽  
Lessons Learned ◽  
Self Report ◽  
Nutrition Intervention ◽  
Fruit And Vegetable ◽  
School Based

This article describes the process evaluation of High 5, a school-based intervention targeting fruit and vegetable consumption among fourth graders and their families. The outcome evaluation involved 28 schools randomized to intervention or control conditions. The intervention included classroom, family, and cafeteria components. Process evaluation was completed on each of these components by using observations, self-report checklists, surveys, and other measures. Results indicated high implementation rates on the classroom activities. Moderate family involvement was attained, perhaps diminishing intervention effects on parent consumption. Cafeterias provided environmental cues, and fruit and vegetable offerings as directed by the program. A lower dose of the intervention was delivered to schools with larger African American enrollments and lower-income families. This article provides insights into the effective elements of a school-based dietary intervention and provides suggestions for process evaluation in similar studies.

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

A School-Based Fruit and Vegetable Snacking Pilot Intervention for Lower Mississippi Delta Children

2012 ◽  
Vol 4 (6) ◽  
pp. 340-347 ◽  
Author(s):  
Lisa Tussing-Humphreys ◽  
Jessica Thomson ◽  
Beverly McCabe-Sellers ◽  
Earline Strickland ◽  
Dalia Lovera ◽  
...  
Keyword(s):  
Mississippi Delta ◽  
Fruit And Vegetable ◽  
School Based ◽  
Pilot Intervention

Implementation and Process Evaluation of a School-Based Drug Abuse Prevention Program: Project towards No Drug Abuse

1998 ◽  
Vol 28 (4) ◽  
pp. 361-375 ◽  
Author(s):  
Clyde W. Dent ◽  
Steve Sussman ◽  
Michael Hennesy ◽  
Elisha R. Galaif ◽  
Alan W. Stacy ◽  
...  
Keyword(s):  
Drug Abuse ◽  
Process Evaluation ◽  
Prevention Program ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
School Based

scholarly journals Process evaluation of the school-based Girls Active programme

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Trish Gorely ◽  
Deirdre M. Harrington ◽  
Danielle H. Bodicoat ◽  
Melanie J. Davies ◽  
Kamlesh Khunti ◽  
...  
Keyword(s):  
Process Evaluation ◽  
School Based

scholarly journals Evaluation of a PSE School-Based Fruit and Vegetable Intervention (P04-166-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Caterina Morgera ◽  
Kate Balestracci ◽  
Joanna Raymond ◽  
Sarah Amin ◽  
Geoffrey Greene
Keyword(s):  
Low Income ◽  
Vegetable Intake ◽  
Fruit And Vegetable ◽  
Standard Instruction ◽  
Funding Sources ◽  
School Based ◽  
Home Based ◽  
Quasi Experimental ◽  
Wellness Policies ◽  
Post Assessment

Abstract Objectives To determine the effect of a policy, systems, and environmental (PSE) intervention, Students Take Charge! (STC) among 4th and 5th grade students from low-income communities on 1) fruit and vegetable (FV) intake, and 2) FV variety, PSE and FV knowledge, and self-efficacy (SE) to ask for FV at school and home. Methods A quasi-experimental design was used involving six schools over two years. Schools were purposely selected; two schools each year either received STC or standard instruction. The study sample includes students (n = 326 intervention; n = 351 comparison) providing pre and post data (baseline and post-assessment at week 18). SNAP-Ed educators provided the 8-lesson STC curriculum across 18 weeks; comparison students received standard instruction. STC is a school-based PSE intervention focusing on empowering students to make FV based changes at school and at home. STC taught students about wellness policies, persuasive messages, and making requests; it cumulated with a vote to add a student submitted FV-based recipe to the school lunch menu. In addition, STC provided information about the importance of FV intake and variety. Students completed the STC survey at both time points assessing FV intake, variety, knowledge and SE. Analyses compared intervention and comparison students from baseline to post-assessment using ANCOVA (1) and MANOVA (2). Results From baseline to post-assessment, there were significant differences (P < 0.01) between intervention and comparison students; intervention students decreased fruit intake and variety, increased PSE knowledge and SE in school.There were no differences in vegetable intake, variety or FV knowledge between intervention and comparison students. There was a trend (P = .09) towards increased student SE to ask parents for FV in the home in the intervention students compared to the comparison students. Conclusions STC was associated with an increase in PSE knowledge and student SE to ask for FV in school. STC may require additional strategies, including home-based strategies, to increase FV knowledge, intake, and variety behavior changes. Funding Sources USDA SNAP-Ed.

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