O20 (continued)

Conclusions and Implications: Pilot-testing enabled theteam to develop messages consistent with Piaget’s stage ofoperational learning using classification, ordering, and lo-cation, utilizing concrete objects and referents that havedirect meaning to the learners.

O21 Education and Communication Strategyas Part of a Project to Prevent Obesity inUpper Elementary ChildrenAna Islas, EdD, Instituto Nacional de Salud Publica, 7a.Cerrada Fray Pedro de Gante #50 Col Seccion XVIMexico, D.F. Mexico, aislas@insp.mx;Florence Theodore, PhD, ftheodore@correo.insp.mx;Marian Villanueva, MS, mavillan@insp.mx;Tiffany Gust, MS, tgust@insp.mx; Margarita Safdie, MPH,msafdie@insp.mx; Juan Rivera, PhD, jrivera@insp.mx

Objective: Develop and evaluate an education and com-munication strategy as part of a project to prevent obesityin 4th and 5th graders.Use of Theory or Research: Posters and workshops weredesigned using Social Cognitive Theory. Poster design wasalso guided by communication principles.Target Audience: 4th and 5th graders in 26 public schoolsin southern Mexico City.Description: Posters to promote 5 healthy behaviors weredesigned based on extensive formative research, validatedand posted in both, Basic (B) and Plus (P) schools. Twoworkshops for promoting healthy lifestyles were designedand later conducted in all P school classrooms.”Evaluation: Post intervention questionnaires, completedby 164 children in P schools and 171 children in B schools,were used to assess what they recalled and which of the 5behaviors they changed as a result of the intervention.Between 59 and 82% of children spontaneously recalled thecharacters in the posters, but only between 39 and 72% ofchildren recalled their recommendations. 48% of childrenreported eating more vegetables as a response to the strat-egies. 55% more fruit, 60% drinking more plain water, 44%doing more exercise, and 15% bringing healthy lunchesfrom home more frequently. Workshops did not influencerecall of the characters in the posters or reported changestowards the 5 healthy behaviors.Conclusions and Implications: Posters were successful incommunicating the campaign messages. However, twoworkshops may not be sufficient to make a difference inenforcing messages or promoting behavioral change withinthe framework of a communication strategy. Funded byILSI.

O22 Evaluation of the Oklahoma BeefCooking School for YouthBarbara J. Brown, PhD, Oklahoma State University, 002HES, Stillwater, OK 74078, barbara.brown@okstate.edu;Swee Hwa Kong, MS, Lot 767 RPR Batu 6, Jalan Pujut-Lutong, 98000, Miri, Sarawak, Malaysia,kong_hwa18@yahoo.com; Janice Hermann, OklahomaState University, 308 HES, Stillwater, OK 74078,janice.hermann@okstate.edu

Objective: The objective was to evaluate the effectivenessof participation in the Oklahoma Beef Cooking School forYouth (OBCSY).Use of Theory or Research: The developmental theorywas used in curriculum development by emphasizing thefood instead of nutrients to encourage children to makehealthier food choices.Target Audience: Children age 8 to 18.Description: The curriculum was developed to help chil-dren learn and practice skills associated with buying andpreparing food using beef as the source of protein and tohelp them make nutritious food choices. Children partici-pated in six hands-on learning stations presented in gameformats covering fitting beef into healthy diets, purchasingbeef, cooking methods, food safety, careers in the foodindustry and beef facts. Children then prepared and sam-pled quick, healthy, affordable recipes.Evaluation: Participants completed a Self Check question-naire at the end of the program consisting of eight multiplechoice and one open-ended question. Data was analyzed forfrequencies and chi squares. Significant level was set atP�0.05.Conclusions and Implications: Usable questionnaires werecompleted by 1055 children. Significant differences werefound between genders. More boys intended to choosethree ounce servings of beef, consider price per servingwhen purchasing beef, and pack a cold source in sacklunches containing beef sandwiches. When results werecompared by grade level significant differences were foundin the intention to eat beef more often (more youngerparticipants planned to eat beef more often) and in inten-tion to use a meat thermometer to determine doneness(more younger participants planned to use a meat ther-mometer for sure or maybe).

O23 The Family Fitness ProgramLynn James, MS, RD, LDN, Penn State Extension,Northumberland County, 443 Plum Creek Road Sunbury,PA 17801, Ljames@psu.edu

Objective: The Family Fitness program was developed toimprove healthier food and fitness behaviors and childoverweight prevention for children ages 8-12.

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Journal of Nutrition Education and Behavior ● Volume 40, Number 4, July/August 2008 Supplement S31

O23 (continued)

Use of Theory or Research: Transtheoretical (Stages ofChange) and Motivational Interviewing educational theo-ries, My Pyramid, US Dietary Guidelines.Target Audience: Children ages 8-12, especially those �85percentile BMI and their parents/care-giving adults.Description: Children attend 9 weekly sessions to practicemaking healthy food choices and increase physical activityvia guided discussions and activities. Parents participate infive separate bi-weekly meetings (three with their child) toreceive information, skills, and motivational guidance lead-ing to improved food choices, physical activity, and familysupport. Parent/family learn-at-home lessons, family discus-sions and goal setting are included.Evaluation: Children and parents complete pre, post and5-6 month follow-up surveys on nutrition and physicalactivity knowledge, attitudes, behaviors, and family com-munication. Physical measures for children include pre and6 month post BMI, waist circumference, blood pressure,percent body fat, and minutes of physical activity andintensity via accelerometers.Conclusions and Implications: Compared to controlgroups we saw significant improvement (p�.05) in: Chil-dren increasing whole grains, trying new fruits and vegeta-bles, consuming 3 or more vegetables daily, consuminglower fat foods, decreasing TV time. Families were settingmore healthy goals, planning and preparing meals together,increased knowledge of Nutrition Facts labels, and enjoy-ment of physical activity. In 6 month post average BMImeasutres-68% met our goal of not increasing in 05-06, and48% in 06-07(other physical measures currently being an-alyzed) (N�315 students, 175 parents intervention, over2000 contacts and 82 student, 48 parent controls). Otherfollow-up measures show continued improvement.

O24 Nutritional Parenting Skills: Creating aVideo Series that Models Food Skills withinthe Family EnvironmentLisa Nicholson, PhD, RD, Food Science and NutritionDepartment, Cal Poly, San Luis Obispo, CA 93407-0258,lmnichol@calpoly.edu; Lenna Ontai, PhD, University ofCalifornia, 1309 Hart Hall, One Shields Avenue, Davis,CA 95616, lontaigrz@ucdavis.edu; Shirley Peterson,Nutrition, Family & Consumer Sciences, University ofCalifornia Cooperative Extension, 2156 Sierra Way #C,San Luis Obispo, CA 93401-4556, sspeterson@co.slo.ca.us

Objective: Parenting skills increase child raising compe-tency. A video series was created to demonstrate nutritionand food skills using basic parenting guidelines. Four shortvideo segments were created to address common barriers tohealthful eating.Design, Setting and Participants: Earlier focus groups donewith parents of children in Head Start (English- andSpanish-speaking) found parents were most interested in

dealing with picky eaters, cooking ideas and recipes. Videowas the preferred format. According to the Social Cogni-tive Theory the visual impact of parents modeling bothskillful parenting and healthy food choices should promotesocial norms and decrease perceived barriers towardshealthy eating in families with young children. Content,locations, and actors were chosen to show parents of variousethnicities skillfully dealing with young children in com-mon food environments. Food behaviors targeted includedparents and children at fast food locations, shopping, cook-ing, snacking and children choosing what to eat whenprovided with healthy choices. Parenting skills includedinvolving children in decisions, setting limits, allowingchildren time to explore and family time together. In onesegment parents and children create a meal together. Newfoods are more likely to be tried in this context, the familyis strengthened and the social skills are supported.Outcome Measures and Analysis: Pilot testing with nutri-tion educators and in parenting classes is strongly support-ive of both content and approach.Results: Parents of young children commented favorablyon both the parenting approach and tips for healthy eating.Conclusions and Implications: Adults are most receptiveto nutrition education when it solves a problem they face,such as family issues.

O25 Measuring Parental EmotionalExpression During Feeding and DietaryIntake of Children in the HomeMarilyn A. Swanson, PhD, RD, USDA-CSREES,Children’s Nutrition Research Center, 1100 Bates Street,Houston, TX 77030, mswanson@bcm.edu;Sheryl Hughes, PhD, Baylor College of Medicine,Children’s Nutrition Research Center

Objective: To develop a comprehensive protocol to accu-rately determine the effect of parental emotional expressionduring feeding on the dietary intake of low-income chil-dren.Design, Setting and Participants: This paper describes thedevelopment, modification, and use of an intensive proto-col to determine emotional climate of the home, parentalfeeding styles, and impact on the dietary intake of youngchildren in a home environment. Initial procedures in-cluded in-home videotaping, digital photography, andparent-report measures. Eight staff members were hired,trained, and certified for: 1) conducting home observations,2) global coding of the emotional climate of the dinnermeal, 3) behavioral coding of feeding practices, 4) video-taping the dinner meal using two cameras for split-screen,5) taking digital photos of dinner plates, 6) measuring platewaste, 7) obtaining recipes for each family meal, and 8)instructing parents to complete parent-report measures.

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S32 Oral Abstracts