- ICH GCP
- Registr klinických studií v USA
- Klinická studie NCT03338257
Husky Reads Effectiveness in Increasing Produce Preference and Food Group Identification in Preschool Children
Husky Reads Evaluation: Measuring Changes in Fruit and Vegetable Recognition and Liking
Přehled studie
Postavení
Podmínky
Intervence / Léčba
Detailní popis
Since 1998, University of Connecticut (UCONN) undergraduate students have volunteered as part of a service- learning course to deliver a program called Husky Reads. Inspired by the nationally accepted American Academy of Pediatrics' program "Reach Out and Read," Husky Reads was first designed for promotion of health, nutrition habits and literacy by reading health-oriented books to young children in pediatric and health clinics. The Husky Reads curriculum now includes a series of 10 lessons designed to introduce preschool-age children to MyPlate while improving fruit and vegetable literacy. Each lesson includes reading at least one children's book, an activity or game, and food tasting to complement learning objectives related to MyPlate and fruit/vegetable literacy. Undergraduate students enrolled in the Husky Reads service- learning course at UConn or college students participating in the paid summer internship program deliver the preschool lessons. Each team of 2-3 undergraduate students is assigned 2-3 early care classrooms to visit and deliver Husky Reads lessons to on a weekly basis. This series targets children at an early age because early childhood is a pivotal time to influence the path towards healthy behaviors and away from obesity. Providing food tastings and increasing exposure to foods like fruits and vegetables is especially relevant because food preferences are developed in early childhood. Early childhood is also an important time for introducing healthy behaviors because once obesity is established in childhood; it often tracks through to adulthood and is difficult to reverse through interventions.
The effectiveness of the Husky Reads curriculum on a preschool age child's MyPlate knowledge and correct identification and liking of fruits and vegetables has not been established. A more comprehensive evaluation is needed to establish if the program is effective and contributes to quality improvement efforts. Findings from a prior evaluation suggest the ability of preschoolers to identify blueberries, strawberries, carrots and broccoli increased significantly after participation in one Husky Reads lesson. Although the findings were promising, the evaluation design lacked a control group and relied on a classroom wide assessment with hands raised as a response rather than measuring whether the ability to identify the produce items changed for a given child after participation in Husky Reads. Therefore, a more thorough evaluation of whether Husky Reads helps children learn to identify select fruits and vegetables is still needed. Questions also remain whether Husky Reads increases the odds of a child tasting and/or liking select fruits and vegetables as well as recognition of MyPlate and foods in different food groups. The proposed evaluation uses a pre-test/post- test control group design with paired data at the child level to explore whether children who participate in Husky Reads have increased odds of identifying MyPlate and food group concepts , and correctly identifying,trying or liking select fruits and vegetables.
Typ studie
Zápis (Očekávaný)
Fáze
- Nelze použít
Kontakty a umístění
Studijní místa
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Connecticut
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Farmington, Connecticut, Spojené státy, 06030
- UConn Health
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Kritéria účasti
Kritéria způsobilosti
Věk způsobilý ke studiu
Přijímá zdravé dobrovolníky
Pohlaví způsobilá ke studiu
Popis
Inclusion Criteria:
- child attending center or school based early care with high family enrollment in Supplemental Nutrition Assistance (SNAP)
Exclusion Criteria:
- child whose parent has signed the "opt out" portion of the notification form.
Studijní plán
Jak je studie koncipována?
Detaily designu
- Primární účel: Prevence
- Přidělení: Nerandomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Žádné (otevřený štítek)
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
---|---|
Experimentální: Husky Reads Intervention
The Husky Reads curriculum includes a series of 10 lessons designed to introduce preschool-age children to MyPlate while improving fruit and vegetable literacy.
Each lesson includes reading at least one children's book, an activity or game, and sometimes food tasting to complement the learning objectives.
Undergraduate students enrolled in the Husky Reads service-learning course at UCONN or college students participating in a paid summer internship deliver the program.
Each team of 2-3 students is assigned 2-3 early care classrooms to visit and deliver Husky Reads on a weekly basis.
|
The Husky Reads curriculum now includes a series of 10 lessons designed to introduce preschool-age children to MyPlate while improving fruit and vegetable literacy.
Each lesson includes reading at least one children's book, an activity or game, and food tasting to complement learning objectives related to MyPlate and fruit/vegetable literacy.
Undergraduate students enrolled in the Husky Reads service- learning course at UConn or college students participating in the paid summer internship program deliver the preschool lessons.
Each team of 2-3 undergraduate students is assigned 2-3 early care classrooms to visit and deliver Husky Reads lessons to on a weekly basis.
|
Žádný zásah: Wait list Control
Programs on the wait list for Husky Reads, participate in the pre and post intervention testing but do not receive the program.
|
Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
---|---|---|
Identification of MyPlate
Časové okno: Three week post 10-week intervention
|
Ability to name MyPlate (Larsen et al)
|
Three week post 10-week intervention
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Ability to place foods in MyPlate food groups
Časové okno: Three week post 10-week intervention
|
Measured by using the Food Group Game, informed by Building a Healthy Me! evaluation survey.
(Larsen et al.)
|
Three week post 10-week intervention
|
Identification of specified fruits and vegetables
Časové okno: Three week post 10-week intervention
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Identification using modified Carraway-Stage protocol
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Three week post 10-week intervention
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Preference for specified fruits and vegetables
Časové okno: Three week post 10-week intervention
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Fruit and vegetable liking as measured by modified Carraway-Stage protocol
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Three week post 10-week intervention
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Spolupracovníci a vyšetřovatelé
Sponzor
Vyšetřovatelé
- Ředitel studie: Erin Havens, MPH, UConn Health
Publikace a užitečné odkazy
Obecné publikace
- Carraway-Stage V, Spangler H, Borges M, Goodell LS. Evaluation of a pictorial method to assess liking of familiar fruits and vegetables among preschool children. Appetite. 2014 Apr;75:11-20. doi: 10.1016/j.appet.2013.12.011. Epub 2013 Dec 21.
- Larsen AL, Liao Y, Alberts J, Huh J, Robertson T, Dunton GF. RE-AIM Analysis of a School-Based Nutrition Education Intervention in Kindergarteners. J Sch Health. 2017 Jan;87(1):36-46. doi: 10.1111/josh.12466.
Termíny studijních záznamů
Hlavní termíny studia
Začátek studia (Aktuální)
Primární dokončení (Očekávaný)
Dokončení studie (Očekávaný)
Termíny zápisu do studia
První předloženo
První předloženo, které splnilo kritéria kontroly kvality
První zveřejněno (Aktuální)
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
Naposledy ověřeno
Více informací
Termíny související s touto studií
Klíčová slova
Další relevantní podmínky MeSH
Další identifikační čísla studie
- 17-069-3
- 601305 (Jiné číslo grantu/financování: CT Department of Social Services/USDA)
Plán pro data jednotlivých účastníků (IPD)
Plánujete sdílet data jednotlivých účastníků (IPD)?
Popis plánu IPD
Informace o lécích a zařízeních, studijní dokumenty
Studuje lékový produkt regulovaný americkým FDA
Studuje produkt zařízení regulovaný americkým úřadem FDA
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