A SNAP-Ed Curriculum for English Language Learners to Increase Self-Reported Fruit and Vegetable Intake

Abstract

To evaluate the impact of a SNAP-Ed curriculum for English language learners (ELLs) on fruit and vegetable consumption. Participants (n=159) were primarily low income (82%), non-white (66%), female (77%), and under the age of 40 (57%). Previous assessment identified a need for a nutrition curriculum designed for audiences with limited English skills. A nutrition curriculum was developed based on the Theory of Planned Behavior and ELL Standards, pilot tested, and implemented for several years as a standard SNAP-Ed curriculum for ELLs. The effectiveness was recently tested with participants across the state of Minnesota in FY2015. The curriculum addresses diet quality through fruit, vegetable, sugar, and fat intakes, food resources and food safety. Lesson objectives are specific and measurable skills, knowledge gains or desirable behaviors. Learning activities are based on language skills and interests. Participants completed a validated 6-item fruit and vegetable behavior checklist immediately before and after the program. About 70% of participants attended 4 or more lessons. The Wilcoxon signed-rank test was performed to compare pre-post responses. Self-reported frequencies of eating more than one kind of fruit and vegetable daily, and eating two or more vegetables at main meals increased (p = 0.031, 0.027 and < 0.001, respectively). Self-reported daily servings of fruits and vegetables also increased (both p < 0.001). Implementation of this curriculum resulted in significant self-reported improvements in fruit and vegetable consumption. Further evaluation is necessary to test effects on other diet-related outcomes.