Gw. Auld et al., Outcomes from a school-based nutrition education program alternating special resource teachers and classroom teachers, J SCH HEALT, 69(10), 1999, pp. 403-408
This study modified a successful nutrition program to improve its transfera
bility and potential for institutionalization. Specific aims were to determ
ine: 1) if 16 nutrition lessons taught alternately by special resource teac
hers (SRT) and classroom teachers, could produce outcomes equivalent to 24
SRT lessons; and 2) teachers' reactions to the program. The quasi-experimen
tal design used classrooms (19 treatment and 19 comparison) in matched scho
ols. Surveys and plate waste measured children's outcomes, and classroom te
achers were observed and interviewed. Treatment students showed greater kno
wledge and self-efficacy scores and consumed 0.36 more servings of fruits a
nd vegetables ar lunch. Behavioral differences between groups were greater
when SRTs provided all instruction. Teachers supported the program and anti
cipated teaching more nutrition on their own, but noted serious structural
barriers. Findings support the need for long-term contact to induce behavio
r change and the advantage of using teachers specifically trained in nutrit
ion and experiential education.