Increasing Willingness to Taste Novel Foods: Effects of Nutrition and Taste Information

This study was designed to examine the effects of various kinds of information on willingness to ingest novel foods in individuals varying in the extent to which they reported that nutritional concerns affected their food choices. Male and female volunteers ranging in age from 10 to 79 (N=401), saw six familiar and six novel foods, and received no information, taste likability information, general nutrition information, or specific nutrition information about the whole set of foods. They rated their willingness to taste each food, with the clear implication that their willingness ratings would determine which foods they would taste later in the study. On a separate questionnaire, they also rated the factors influencing their food everyday choices, and these ratings were used to compute an “importance of nutrition” score for each individual. Results indicated that older subjects were generally more willing to try novel foods than younger ones, that general nutrition information was effective for high school and college students, and that specific nutrition information was influential for young adults. It was also found that general nutrition information increased willingness to taste novel food in subjects for whom nutrition is important and decreased such willingness in subjects for whom nutrition is not important.     

A Systems Approach Helps Explain Significant Improvements in Local Wellness Policies Among SNAP-Ed–Supported School Districts

ObjectiveTo assess changes in written local wellness policies (LWPs) across time within Supplemental Nutrition Assistance Program Education (SNAP-Ed)–participating districts.DesignSequential, explanatory mixed methods.SettingFrom October 1, 2015 to September 30, 2016, SNAP-Ed agencies submitted LWPs from partner school districts in Arizona. They received back scores and customized recommendations. To assess changes, LWPs were rescored between October 1, 2017 and September 30, 2018.ParticipantsSixteen local SNAP-Ed agencies worked with 57 districts.InterventionsDistricts’ LWP revisions supported by SNAP-Ed agencies during the 2-year pre-post period.Main Outcome MeasuresPolicy comprehensiveness and strength from 0 (worst) to 100 (best), measured by the Wellness School Assessment Tool.AnalysisPaired t test to compare pre-post scores. Content analysis of State Educational Agency administrative reviews and thematic analysis of SNAP-Ed narrative reports to explore causation.ResultsTotal scores increased (comprehensiveness: +12.4, P < .001, 95% confidence interval, 8.1–16.7; strength: +13.5, P < .001, 95% CI, 9.3–17.7). Improvements were also found for comprehensiveness by section, except Nutrition Education, and for strength across all sections. Qualitative findings suggest that SNAP-Ed interventions combined with state and federal influence contributed to the improvements.Conclusions and ImplicationsLocal wellness policies in SNAP-Ed–supported districts improved over time. State and federal LWP guidelines can work synergistically with SNAP-Ed interventions to influence improvements.     

Evaluation of supplemental nutrition assistance program education: application of behavioral theory and survey validation

ObjectiveApplication of the Transtheoretical Model (TTM) to Supplemental Nutrition Assistance Program Education (SNAP-Ed) evaluation and development and validation of an evaluation tool used to measure TTM constructs is described.MethodsSurveys were collected from parents of children receiving food at Summer Food Service Program sites prior to SNAP-Ed participation.ResultsItem analysis of survey data (n = 149) suggests the survey is valid and reliable. Structural Equation Modeling confirmed the use of the TTM constructs in predicting SNAP-Ed participants' fruit and vegetable consumption. Perceived barriers (P = .04) and self-efficacy (P = .006) were associated with fruit and vegetable consumption, whereas perceived benefits were not.Conclusions and ImplicationsApplication of theory and survey validation can enhance SNAP-Ed evaluation.     

Food Resource Management Mediates the Relationship Between Participation in a SNAP-Ed Nutrition Education Program and Diet Quality

ObjectiveTo examine the mediating effects of food resource management skills (FRM) on the relationship between participation in a Supplemental Nutrition Assistance Program Education (SNAP-Ed) nutrition education program and diet quality.DesignSecondary analysis of data from a propensity score-matched sample of participants (n = 396) and nonparticipants (n = 111) in a SNAP-Ed nutrition education program.AnalysisIndependent-samples t tests were used to compare entry, exit, and gain scores in FRM and diet quality between participants and nonparticipants. Structural equation modeling was used to examine direct and mediated relationships among participation, FRM, and diet quality.Main Outcome MeasuresFood resource management was measured as a summated rating scale, and diet quality measured as Healthy Eating Index and program participation.ResultsMediated effect of FRM on the relationship between participation in a SNAP-Ed program and diet quality was statistically significant (P < 0.01). The effect size for the mediation effect indicated that about 70% of program participation on diet quality was transferred by FRM skills. The hypothesized model had acceptable fit indices as model χ² was nonsignificant (P = 0.31), all fit indices were above 0.9, and the root mean square of error approximation was low at 0.02.Conclusions and ImplicationsParticipation in a SNAP-Ed program enhanced participants’ FRM, which in turn enhanced their diet quality.     

Assessing the effect of food exposure on children's identification and acceptance of fruit and vegetables

Currently, fewer than 15% of children between the ages of 4–8 years consume the recommended levels of fruit and vegetables. In order to address this serious public health issue, a variety of nutrition programs have been implemented across the United States which have varied in their success. The present research analyzed the effectiveness of providing fruit and vegetable exposure as part of a school nutrition program. Kindergarten students at two schools (N = 59) were exposed to interactive activities about healthy eating and physical activity. In addition, those at one school (n = 29) were exposed to a variety of fruits and vegetables as part of this program. Assessment of children's ability to identify and their willingness to try fruit and vegetables before and after the program indicated that while all children were better able to identify a range of fruit, only those who received exposure to healthful foods were more willing to try fruit after the program. There were no changes in their identification or willingness to eat vegetables. These results suggest that schools should provide exposure to a variety of healthy foods as part of their nutrition programs. Such programs should focus specifically on exposing children to vegetables because increasing children's willingness to try foods that are typically considered unpalatable may be especially challenging.     

Taste education reduces food neophobia and increases willingness to try novel foods in school children

BACKGROUND/OBJECTIVES

This study measured the effects of a taste education program developed in Korea on food neophobia and willingness to try novel foods in school children.

SUBJECTS/METHODS

One-hundred and twenty school children (aged 7-9 years) residing in Seoul participated in 12 sessions of a taste education program for 3 months. The Korean taste education program was adapted from "Les classes du goût" by J. Puisais and modified to suit a Korean education environment. The study subjected school children to pre- and post-programs on food neophobia and willingness to try novel foods (WTNF), in addition to children''s food neophobia in their parents. A total of 101 survey data were analyzed using SPSS 18.0.

RESULTS

Regarding the effects of taste education, scores of food neophobia significantly decreased (P < 0.01) in the posttest, mean (m) score (4.10 ± 1.19) decreased compared to the pretest (4.39 ± 1.00), and WTNF significantly increased (P < 0.001) in the pretest (m) score (0.48 ± 0.33) compared to the pretest (0.32 ± 0.34). This result indicates verification of the study hypothesis.

CONCLUSIONS

Food neophobia scale (FNS), an index that measures personal food preference [1,2], showed a very weak correlation with behavioral willingness to taste novel foods (WTNF). Therefore, it is expected that the two scales measure different things. However, considering that the traits of food neophobia are not easily changed, the taste education program was administered in a remarkably effective manner.     

Food neophobia and associations with cultural diversity and socio-economic status amongst rural and urban Australian adolescents

Exposure to diverse cultures and higher socio-economic status (SES) may increase knowledge of a wide variety of stimuli, including food, and be negatively associated with food neophobia. We contrasted questionnaire responses from two groups of Australian high school students (aged 12-18 years) from remote rural (rural, n=243) and cosmopolitan urban (city, n=696) locations to the food neophobia scale (FNS), familiarity with certain foods and willingness to try those foods. Cultural diversity measures and two SES scales were created. City students were less food neophobic than rural students (mean FNS scores 29.35 versus 34.68, p<0.001). City students were also significantly more familiar with different foods and more willing to try unfamiliar foods, were of higher SES and had greater exposure to cultural diversity. However, the association between the FNS and familiarity with foods, willingness to try unfamiliar foods, SES, and exposure to cultural diversity, were only weak or moderate for both city and rural students. Greater exposure to cultural diversity and higher SES has some influence on adolescents' responses to unfamiliar foods, but the relationship between these factors and the FNS score is tenuous.     

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

BACKGROUND: During the 2004–2005 school year, the Mississippi Department of Education, Office of Child Nutrition, initiated a pilot program to distribute free fruit and vegetable snacks to students during the school day. This article describes the first‐year implementation of the Mississippi Fruit and Vegetable Pilot Program. METHODS: The process evaluation addressed where, when, and how produce was distributed; what was distributed; challenges and successes; and recommended modifications. Five of the 25 program schools were selected to participate in the evaluation; selection was based on grade levels served and demographic characteristics. Data were collected from program staff (N = 11) and administrators (N = 6) via interviews and logs; student (N = 42) and parent (N = 19) focus groups; student questionnaires (N = 660); and school staff questionnaires (N = 207). RESULTS: Distributing fresh fruit and vegetable snacks at school was well received by staff and students. Most schools distributed the fresh fruit and vegetable snacks at morning break in classrooms or a central courtyard. Twenty‐two types of fresh fruit, 4 types of dried fruit, and 7 types of vegetables were served to students during the program year. Commonly distributed fruit included apples, oranges, pears, bananas, and tangerines. Carrots were the staple vegetable, followed by celery. Key challenges included getting students to try new foods and receiving the produce in a timely manner without spoiling. Main successes included seeing students try new fruit and vegetable snacks, having the program run smoothly, and teacher support. CONCLUSIONS: The program fit well within the school structure and could be an effective component of a multifaceted approach to enhancing child nutrition.     

Pester Power: Examining Children's Influence as an Active Intervention Ingredient

ObjectiveTo determine if children's pester power related to a classroom-based nutrition program, Together, We Inspire Smart Eating (WISE), is related to familial dietary habits and parental food purchases and practices.MethodsClassroom teachers delivered weekly WISE lessons at 7 Head Start sites across 2 states in the southern US. Before and after the intervention, parents were interviewed on the consumption of WISE fruits and vegetables, intake of nutrient-poor foods, parenting practices related to food, and exposure to WISE through the child's pester power.ResultsAfter controlling for baseline levels of outcome variables, child willingness to try new foods at baseline, and the effect of state, pester power predicated significant variance in the outcomes of consumption of WISE foods (F_{3, 229} = 34.7, P < .001, ΔR² = 0.03, P = .002) and parenting practices that support healthy dietary intake and attitudes for young children (F_{2, 264} = 77.2, P < .001, ΔR² = 0.02, P = .006).Conclusions and ImplicationsThe findings of this study highlight the potential for children's influence on food consumption and habits at home.     

Agricultural Experiences Are Positively Associated With High School Students' Fruit and Vegetable Perceptions and Consumption

Objective

To examine the relationship between high school students' agricultural experiences and their (1) attitudes about consuming local fruits and vegetables, (2) willingness to try new fruits and vegetables, and (3) fruit and vegetable consumption.

Change in Dietary Energy Density after Implementation of the Texas Public School Nutrition Policy

Consumption of energy-dense foods has been associated with rising obesity rates and the metabolic syndrome. Reducing dietary energy density is an important strategy to address obesity, but few studies have examined the effect of nutrition policies on children's energy density. The study's objective was to assess the impact of the Texas Public School Nutrition Policy on children's energy density by using a pre- and post-policy evaluation. Analysis of variance/covariance and nonparametric tests compared energy density after the Texas policy change to intakes at baseline. Two years of lunch food records were collected from middle school students in Southeast Texas at three public middle schools: baseline (2001-2002) and 1 year after implementation of the Texas Policy (2005-2006). Students recorded the amount and source of foods consumed. The Texas Public School Nutrition Policy was designed to promote a healthy school environment by restricting portion sizes of high-fat and high-sugar snacks and sweetened beverages, fat content of foods, and serving of high-fat vegetables like french fries. Energy density (kcal/g): energy density−1 was the energy of foods only (no beverages) divided by the gram weight and has been previously associated with obesity and insulin resistance; energy density−2 included all food and beverages to give a complete assessment of all sources of calories. Following implementation of the Texas policy, students' energy density−1 significantly decreased from 2.80±1.08 kcal/g to 2.17±0.78 kcal/g (P<0.0001). Similarly, energy density−2 significantly decreased from 1.38±0.76 kcal/g to 1.29±0.53 kcal/g (P<0.0001). In conclusion, the Texas Public School Nutrition Policy was associated with desirable reductions in energy density, which suggests improved nutrient intake as a result of student school lunch consumption.     

Effectiveness of Expanded Food and Nutrition Education Program in Changing Nutrition-Related Outcomes Among Adults With Low Income: A Systematic Review

ObjectiveTo review the effect of the Expanded Food and Nutrition Education Program (EFNEP) in changing nutrition-related outcomes.MethodsRelevant research conducted before December 2020 was identified using PubMed, Web of Science, Google Scholar, and the EFNEP Research Database. The methodological quality of each eligible study was assessed.ResultsOf the 406 studies found, 30 were eligible; 26 studies were on EFNEP, and 4 included both EFNEP and Supplemental Nutrition Assistance Program Nutrition Education (SNAP-Ed). The sample sizes ranged from 35 to 122,961. Outcome measures included consumption of food groups, nutrients, other nutrition-related behaviors, and food security. At least 1 immediate behavior change (P < 0.05) was reported in each study, but long-term maintenance of behavior change was not evident.DiscussionThis review found a consistent, immediate improvement in nutrition behaviors after program participation but poor retention over time. Overall, variation in programming and outcome measures, incomplete reporting, and generally low study quality by modern standards precluded strong conclusions.Implications for Research and PracticeThis review identified the need for control groups, improved reporting of program protocols, theory-based curriculum, and measurement of long-term outcomes.     

It's All About Kids: Preventing Overweight in Elementary School Children in Tulsa, OK

In response to the increased incidence of child overweight, a school-based program, It's All About Kids, was designed by the Tulsa Health Department, Tulsa Public Schools, and community partners to improve food choices and increase physical activity of students in first through fifth grade. The nutrition component consisted of six weekly 30-minute experiential, age-appropriate classroom lessons, including healthful-eating food games, taste-testing foods, whole-grain bread baking, information on portion sizes, and food demonstrations. Documenting and evaluating school-based intervention programs is critical for setting evidence-based health policy, justifying funding, and achieving broader implementation of successful interventions. To evaluate the effectiveness of the It's All About Kids nutrition component in fourth-grade children, we conducted a controlled trial from 20 fourth-grade classes in five intervention and five comparison Title I public schools. Evaluation included 140 fourth-grade students, including 69 in the comparison group and 71 in the intervention group. Outcomes were measured by pre-, post-, and follow-up tests using a modified version of the Pathways Knowledge, Attitudes, and Behaviors questionnaire and the Child and Adolescent Trial of Cardiovascular Health (CATCH) Food Checklist. Data were analyzed using repeated measures analysis of variance over time controlling for sex, paired samples t tests, and independent samples t tests. Intervention students had significant improvements in knowledge of which food had more fat (P<0.043). Intervention students' behavioral intent scale scores for food choice intentions improved significantly (P<0.014). Self-reported consumption of saturated fat and sodium improved considerably in both intervention and comparison students. We conclude that results support a broader program implementation. More reinforcement over time may be needed to sustain the level of improvement.     

Teen Peer Educators and Diabetes Knowledge of Low-Income Fifth Grade Students

The current study was designed to evaluate a unique adolescent peer type 2 diabetes mellitus (Type 2 DM) prevention training program for fifth grade children. Peer educators were 22 high school students who participated in the Elementary Institute of Science’s Commission on Science that Matters, a year-long program promoting active participation in the health and environmental sciences. Peer education was delivered in the form of a two hour health fair. A knowledge survey was given to fifth grade students in the classroom before the health fair began and then again in the classroom after the health fair. Fifth grade students were able to correctly identify Type 1 DM (23 vs. 40%; P < .01), Type 2 DM (21 vs. 52%; P < .001), and the signs of diabetes (10 vs. 39%; P < .001) after the health fair. This approach could be inexpensively integrated into any community-based health promotion with children and adolescents.     

A Garden Pilot Project Enhances Fruit and Vegetable Consumption among Children

Fruit and vegetable intake among children is inadequate. Garden-based nutrition education programs may offer a strategy for increasing fruit and vegetable intake in children. A 12-week pilot intervention was designed to promote fruit and vegetable intake among 4th to 6th grade children (n=93) attending a YMCA summer camp. Children participated in garden-based activities twice per week. Weekly educational activities included fruit and vegetable taste tests, preparation of fruit and vegetable snacks, and family newsletters sent home to parents. The pilot intervention was evaluated using a pre and post survey to determine participant satisfaction and the short-term impacts of the program. The process evaluation focused on program satisfaction, whereas the short-term impact evaluation assessed fruit and vegetable exposure, preference, self-efficacy, asking behavior, and availability of fruits and vegetables in the home. Data from the impact evaluation were compared from baseline to follow-up using McNemar's test (dichotomous variables) and Wilcoxon signed rank test (scales/continuous variables). Children reported high levels of enjoyment in the intervention activities. Most children (97.8%) enjoyed taste-testing fruits and vegetables. Children also liked preparing fruit and vegetable snacks (93.4%), working in their garden (95.6%), and learning about fruits and vegetables (91.3%). Impact data suggest that the intervention led to an increase in the number of fruits and vegetables ever eaten (P<0.001), vegetable preferences (P<0.001), and fruit and vegetable asking behavior at home (P<0.002). Garden-based nutrition education programs can increase fruit and vegetable exposure and improve predictors of fruit and vegetable intake through experiential learning activities. Participation in the “seed to table” experience of eating may help promote healthful eating behaviors among youth. Food and nutrition professionals should consider garden-based nutrition education programs that connect children with healthful foods through fun, hands-on activities.     

Evaluation of Nutrition Education and Training mini-grant programs

This study monitored the Nutrition Education and Training (NET) program in three public elementary schools in upstate New York and determined the program effectiveness. We compared data from kindergarten through sixth grade students (n = 530) and from their parents, teachers and food service personnel in the three NET schools to that of a similar sample (n = 627) in three non-NET schools. The children's nutrition knowledge and their attitudes toward certain foods improved in both NET and non-NET schools. Significant improvements in snacking practices at home and away occurred only among children at NET schools. Children in the NET school with the most intensive nutrition program exhibited the greatest improvements.     

Validation of a Collaboration Readiness Assessment Tool for Use by Supplemental Nutrition Assistance Program–Education (SNAP-Ed) Agencies and Partners

Objective

To evaluate content and face validity of a collaboration readiness assessment tool developed to facilitate collaborative efforts to implement policy, systems, and environment changes in Supplemental Nutrition Assistance Program–Education (SNAP-Ed).