P81 Modification of a Preschool Nutrition Education Curriculum for Use in Special Education Classrooms

Abstract

Background Special education (SPED) classrooms may be overlooked when nutrition interventions are implemented because of the potential for numerous modifications to meet the need of children with diverse developmental needs. Objective This study presents the process for modification of We Inspire Smart Eating (WISE), a classroom-based nutrition education curriculum, for use in preschool SPED classrooms. Study Design, Settings, Participants As part of an agency-wide adoption of WISE, SPED teachers (N = 4) were trained in the WISE core components and given freedom to adapt the curriculum to their needs while keeping the core components. After two year of implementation, four focus groups were held with the SPED teachers to solicit the types of modifications made by SPED teachers. Measureable Outcome/Analysis WISE modifications were coded using Wilstey-Stirman and colleagues’ (2013) coding system. The coding focused on (a) By WHOM are the modification made; (b) WHAT is modified (content, context, and/or, training); (c) (If yes to content) at what LEVEL OF DELIVERY and (d) the NATURE of the content modification; and (e) to what AREAS are context modifications made. Results Teachers made both content and context modifications. The majority of WHAT was modified was content at the group/classroom LEVEL OF DELIVERY. The NATURE of the majority of the modifications were coded as tailoring/tweaking/refining, shortening/condensing, and lengthening/extending. For example, in typically developing classrooms, WISE is implemented in short sessions once per week across the month. In SPED, WISE is shortened to be implemented across one week/month with lessons lengthened and extended to better meet children's developmental needs. Many WISE lessons are also tailored (e.g., follow the recipe for making applesauce but then give ready-made applesauce for instant gratification due to cognitive delays). Conclusion This study illustrates the application of the Wilstey-Stirman framework to capture the adaptations to a classroom-based nutrition curriculum for use with children in SPED. In addition, the captured adaptations provide examples for how SPED classrooms can be included in nutrition promotion interventions. Funding NIH Lincoln Health Foundation.