Validity of the Food Insecurity Experience Scale and prevalence of food insecurity in The Bahamas

Abstract Background: Despite United Nations’ recommendations to monitor food insecurity using the Food Insecurity Experience Scale (FIES), to date there are no published reports of its validity for the Bahamas, nor have prevalence rates of moderate or severe food insecurity been reported for the nation. At the same time, food security is a deep concern, with increasing incidence of natural disasters and health concerns related to diet-related disease and dietary quality plaguing the nation.Objectives: This paper aims to examine 1) the validity of the FIES for use in the Bahamas, 2) moderate and severe food insecurity prevalence, and 3) the socio-demographic factors which contribute to increased food insecurity.Methods: The FIES was administered via randomized and weighted landline telephone survey in Nassau, Bahamas to 1,000 participants in June and July of 2017. The Rasch modelling procedure was applied to examine tool validity, and outcomes used to report prevalence. A regression analysis informed the relationship between household variables and food security.Results: The FIES met acceptable ranges for fit statistics for all eight items and the overall Rasch reliability is 0.7. The prevalence of moderate and severe food insecurity is 21%, and the prevalence of severe food insecurity is 10%. Statistically significant variables that contribute to food insecurity include education, age, gender, and presence of diabetes, high blood pressure, or heart disease.Conclusions: This study, which is among the first to comprehensively measure food security in The Bahamas, provides a baseline for further research and evaluation of practices aimed at mitigating food insecurity in SIDS. Further, this study provides a baseline for future research which may seek to understand the impacts of Hurricane Dorian. Post-disaster food security data is needed to further understand the extent to which food security is impacted by natural disasters and identify which sectors and stakeholders are most vital in restructuring the agricultural sector and improving food availability following such catastrophic events.

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An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig12-2019-0007 ◽

2019 ◽

Vol 4 (5) ◽

pp. 991-1016

Author(s):

Shameka Stanford ◽

Ovetta Harris

Keyword(s):

Augmentative And Alternative Communication ◽

Special Educators ◽

Communication Disorders ◽

Alternative Communication ◽

The Bahamas ◽

Complex Communication Needs ◽

English Speaking ◽

Communication Needs ◽

Classroom Integration ◽

And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

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