scholarly journals Four-year Follow-up of School-based Intervention on Overweight Children: The KOPS Study**

Obesity ◽  
2007 ◽  
Vol 15 (12) ◽  
pp. 3159-3169 ◽  
Author(s):  
Sandra Plachta-Danielzik ◽  
Svenja Pust ◽  
Inga Asbeck ◽  
Mareike Czerwinski-Mast ◽  
Kristina Langnäse ◽  
...  
Keyword(s):  
Overweight Children ◽  
School Based Intervention ◽  
School Based

scholarly journals Eight-Year Follow-Up of School-Based Intervention on Childhood Overweight – the Kiel Obesity Prevention Study

Obesity Facts ◽  
2011 ◽  
Vol 4 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Sandra Plachta-Danielzik ◽  
Beate Landsberg ◽  
Dominique Lange ◽  
Jasmin Seiberl ◽  
Manfred J. Müller
Keyword(s):  
Obesity Prevention ◽  
Childhood Overweight ◽  
Prevention Study ◽  
School Based Intervention ◽  
School Based

scholarly journals Effects of a school-based intervention on adherence of 7–9-year-olds to food-based dietary guidelines and intake of nutrients

2010 ◽  
Vol 13 (8) ◽  
pp. 1151-1161 ◽  
Author(s):  
Asa G Kristjansdottir ◽  
Erlingur Johannsson ◽  
Inga Thorsdottir
Keyword(s):  
Nutrient Intake ◽  
Parental Influence ◽  
Vegetable Intake ◽  
Dietary Guidelines ◽  
Fruit And Vegetable Intake ◽  
Fruit And Vegetable ◽  
School Based Intervention ◽  
School Based ◽  
Dietary Records

AbstractObjectiveTo assess the effects of a school-based intervention on the diets of 7–9-year-olds.DesignDietary intake of children in second and fourth grades was assessed with 3d weighed dietary records in autumn 2006 and autumn 2008, before and after a school-based intervention that started in the middle of second grade, and compared with control schools with no intervention. The diet was evaluated by comparison with food-based dietary guidelines (FBDG) and reference values for nutrient intake. The intervention aimed at several determinants of intake: knowledge, awareness, preferences/taste, self-efficacy and parental influence. Nutrition education material was developed for the intervention and implemented in collaboration with teachers. The main focus of the intervention was on fruit and vegetable intake as the children’s intake was far from meeting the FBDG on fruit and vegetables at baseline.SettingElementary schools in Reykjavik, Iceland.SubjectsComplete dietary records were available for 106 children both at baseline and follow-up.ResultsTotal fruit and vegetable intake increased by 47 % in the intervention schools (mean: 61·3 (sd126·4) g/d) and decreased by 27 % in the control schools (mean: 46·5 (sd105·3) g/d;P< 0·001). The majority of the children in the intervention schools did still not meet the FBDG on fruits and vegetables at follow-up. Fibre intake increased significantly in the intervention schools, as well as that of potassium, magnesium, β-carotene and vitamin C (borderline).ConclusionsThe school-based intervention in 7–9-year-olds was effective in increasing fruit and vegetable intake, by 47 % increase from baseline, which was mirrored in nutrient intake.

scholarly journals The Short- and Long-term Effectiveness of the WhyDairy? School-based Nutrition Education Intervention: A Randomized Controlled Trial

2019 ◽  
Vol 13 (1) ◽  
pp. 16-26
Author(s):  
Megan Racey ◽  
Andrew McKenney ◽  
David Wosnick ◽  
Emma Sypes ◽  
William Albabish ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Dairy Products ◽  
Controlled Trial ◽  
Dietary Behaviour ◽  
Post Intervention ◽  
Web Based ◽  
School Based Intervention ◽  
Randomized Controlled ◽  
School Based

Background:Despite the known health benefits of dairy products, their daily consumption continues to decline in many populations, particularly in pre-adolescents and adolescents.Objective:The primary objective of the cluster randomized controlled trial was to assess whether a school-based intervention enhanced with a web-based component, known as WhyDairy? was more effective than a standardized dairy education program at changing: (i) knowledge of dairy products, (ii) intentions to consume dairy products, and (iii) dietary intake of dairy products.Methods:Grade 7 students (n=175) in 10 Southwestern Ontario schools were randomized by the school, into intervention or control. Intervention schools received the WhyDairy? intervention with a website component while control schools received a DFO education program. Intervention schools were further randomized to receive follow-up contact, through monthly emails, or no follow-up contact. A questionnaire, consisting of three surveys (knowledge, FFQ, and intention), was delivered at baseline, post-intervention, and follow-up.Results:All groups significantly increased their knowledge post-intervention but only intervention schools with follow-up email contact maintained this positive change in knowledge. No groups saw significant changes in dietary behaviour. The email campaign was successful in reaching parents but did not result in high engagement or changes in student outcomes.Conclusion:The results of this study demonstrate the effectiveness of a school-based intervention enhanced with a web-based component in changing student knowledge regarding dairy products and the engagement of the website during the intervention period. Future work should consider longer durations to see changes in dietary behaviour and more targeted approaches during follow-up periods.

scholarly journals Effectiveness Of An Active Commuting School-based Intervention At 6-month Follow-up

2015 ◽  
Vol 47 ◽  
pp. 520
Author(s):  
Emilio Villa-González ◽  
Jonatan R. Ruiz ◽  
Palma Chillón Garzón
Keyword(s):  
Active Commuting ◽  
School Based Intervention ◽  
School Based

scholarly journals Child Personality as Moderator of Outcome in a School–based Intervention for Preventing Externalising Behaviour

2013 ◽  
Vol 27 (3) ◽  
pp. 271-279 ◽  
Author(s):  
Sabine Stoltz ◽  
Peter Prinzie ◽  
Amaranta De Haan ◽  
Monique van Londen ◽  
Bram Orobio De Castro ◽  
...  
Keyword(s):  
Fourth Grade ◽  
Short Term ◽  
Intervention Effects ◽  
Future Studies ◽  
School Based Intervention ◽  
School Based ◽  
What Works ◽  
Child Personality ◽  
Reactive And Proactive Aggression

Studying moderators of intervention effects is essential to elucidate what works for whom. The present study investigated whether child personality moderates short–term and follow–up effects of an individualised preventive school–based intervention for children with externalising behaviour. The sample consisted of 48 schools, with 264 fourth–grade children displaying externalising behaviour (Mage = 10.2 years), randomly assigned to the intervention (n = 191) or no intervention control (n = 73) condition. Teachers and children reported at pretest, posttest and follow–up test about reactive and proactive aggression. Child personality was assessed by teachers at pretest. Child conscientiousness moderated short–term intervention effects, indicating that more organised and planful children benefited more from the intervention. Child extraversion moderated both short–term and follow–up intervention effects, with low extraverted children showing larger effects. These results affirm the importance of including personality as moderator of intervention effects in future studies, as interventions adapted to specific child traits might yield larger effects. Copyright © 2012 John Wiley & Sons, Ltd.

scholarly journals Effectiveness of an active commuting school-based intervention at 6-month follow-up

2015 ◽  
Vol 26 (2) ◽  
pp. 272-276 ◽  
Author(s):  
Emilio Villa-González ◽  
Jonatan R. Ruiz ◽  
Dianne S. Ward ◽  
Palma Chillón
Keyword(s):  
Active Commuting ◽  
School Based Intervention ◽  
School Based

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

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