Food Education Program Research Articles

The Impact of a Food Education Program on the Sport Nutrition Knowledge of High School Football Players in Rural, Appalachian Mississippi

After the presentation, participant will be able to explain the impact of a food education program on sport nutrition knowledge of high school football players living in rural, Appalachian Mississippi.

Impact of a Food Education Program on Food Security of High School Football Players in Rural, Appalachian Mississippi

Impact of a Food Education Program on Food Security of High School Football Players in Rural, Appalachian Mississippi

Using Sensory Science to Evaluate Consumer Acceptance of Recipes in a Nutrition Education Intervention for Limited Resource Populations

ObjectiveThis study evaluated consumer acceptance of recipes in a nutrition education intervention and assessed participants’ intentions to change dietary behaviors. DesignStudy participants tasted and evaluated 16 recipes in the University of Georgia Food Talk curriculum using the 9-point hedonic scale and indicated their likelihood of engaging in behaviors to improve diet quality on a similar, ordinal scale. Setting and ParticipantsConvenience samples of 89 to 122 adult participants in the Expanded Food and Nutrition Education Program in Georgia evaluated each recipe. InterventionEight interactive nutrition education sessions in which study participants sampled and evaluated 2 recipes per session. Main Outcome MeasuresMean scores for overall liking of each recipe and likelihood of engaging in promoted behaviors to improve diet quality were outcomes of interest. AnalysisDescriptive statistics were generated. Relationships between overall liking of recipes and intention to engage in promoted behaviors were assessed with Spearman correlation coefficients. ResultsResults showed that 13 of the 16 recipes in the curriculum met criteria for acceptable sensory quality. Overall liking was significantly correlated with participants’ intentions to engage in behaviors to improve diet quality. Notable age- and sex-related differences were identified. Conclusions and ImplicationsEvaluations of consumer acceptance may be useful in interventions designed to improve diet quality through the introduction of new recipes as improving consumer acceptance of recipes may improve program outcomes.

Use of Survival Analysis to Predict Attrition Among Women Participating in Longitudinal Community-Based Nutrition Research

ObjectiveTo identify participant characteristics and study methodology that influenced the completion of a 15-month community-based longitudinal study evaluating the impact of the Supplemental Nutrition Assistance Program Education and Expanded Food and Nutrition Education Program. DesignObservational longitudinal 15-month study across 12 data collection timepoints. Sociodemographic characteristics were collected with a paper-based survey at baseline. SettingFive counties across central and southern Illinois. ParticipantsWomen, aged 18 to 65 years (n = 297), recruited at sites likely to serve families eligible for the Supplemental Nutrition Assistance Program Education and Expanded Food and Nutrition Education Program (housing departments, child care centers, etc). Main Outcome MeasuresPredictors of participant attrition during the study duration. AnalysisCox proportional hazard models. ResultsNinety-seven participants were retained across the full study. In unadjusted models, greater income and education levels were significantly related to lower attrition; however, this relationship did not persist in a multivariate model. When adjusted for other characteristics, larger household size was the only measured variable significantly related to greater odds of attrition (odds ratio = 1.09; 95% confidence interval = 1.02, 1.17). Conclusions and ImplicationsSeveral characteristics predicting attrition in other settings were not significant in this study. Future attrition analyses that evaluate social support, transportation capacity, and type of phone in longitudinal nutrition education studies are warranted.

FNEE1 Arkansas EFNEP's Transition to Online Training Shows Positive Feedback

Objective To maximize the efficiency of training provided to Arkansas EFNEP employees using an online interactivity format. Use of Theory or Research The Arkansas Expanded Food and Nutrition Education Program (EFNEP) state staff is responsible for program training for EFNEP Educators across 17 counties in Arkansas. As a team, we concluded that our program training needed greater continuity. Arkansas EFNEP changed to an online training delivery method (rather than all face-to-face) in hopes that this would make better use of time and money. Further, the EFNEP Educators will obtain a great conceptual knowledge of their role in a shorter amount of time and be able to work independently sooner. Target Audience The target audience is the Arkansas EFNEP Educators. Program Description Each newly hired EFNEP Educator has responsibility for completion of all online training modules housed through the University of Arkansas Extension website. Once the Educator has received access to this website, they can begin training. The training is divided into five modules, which are the five key areas of the Educators job responsibilities. Once they complete a module, state staff will schedule a Zoom session with the Educator to follow up with any questions and provide a preview for the next module. The training can be completed in one to two weeks. Results At the conclusion of the training, the employee completes an evaluation. The evaluations rate the training based on the improvement of the employee's knowledge, the instruction, the employee's perception of the ability to complete their jobs tasks, the presentation of information, and suggestions for improvement. To date, evaluations have provided positive feedback. Conclusions The online delivery method chosen for the EFNEP training has shown very positive results. The Educators can complete training in shorter amount of time with more focus and consistency. Funding Expanded Food and Nutrition Education Program.

P61 EFNEP Families Adopting Healthy Choices in Tulare County of California

Objective To implement/evaluate a USDA funded Expanded Food & Nutrition Education Program (EFNEP) among low-income families. Use of Theory or Research Existing research indicates behavioral and economic benefits of nutrition education programs with limited resources population who are likely to have poor eating habits, inactive lifestyle, and higher risk for multiple chronic diseases. Target Audience Primary caregivers of young children across schools/community settings in Tulare County, California. Program Description During FY2017-18, trained bilingual nutrition educator implemented the nine-week EFNEP program using series-based adult curriculum-Eating Smart Being Active. Each class was held once a week for 60-90 minutes in duration. Evaluation Methods Participants completed About Me demographics questionnaire, Food Tracker dietary recall, and a pre-post Food & Physical Activity Questionnaire (FPAQ). Descriptive and Pre-Post analyses were completed using WebNEERS reporting tool. Results Of the total 239 program families reached, 159 participants who attended all the lessons graduated from EFNEP. Majority of the participants were Hispanic. Differences in change from pre-to-post indicated improvements in all the program areas. Of the 159 graduates, 80% of participants showed improvement in one or more food resource management practices, 94% showed improvements in one or more diet quality/ nutrition practices, 85% showed improvements in one or more food safety practices, and 55.06% indicated a positive change in physical activity behaviors. Additionally, results indicated $57.30 in average cost savings. Conclusions EFNEP program reached low-income families in Tulare county of California. Findings advance the field of nutrition education and behavior with implications for programming, policy, and practice. Nutrition education matters and EFNEP is helping save dollars. Continuing to fund EFNEP is a good investment and public policy. Making informed food decisions can help families improve nutrition and food resource management behaviors essential to maximizing use of limited resources, supporting a healthy diet, and improving food security. Funding Expanded Food and Nutrition Education Program.

P166 Exploratory Test of ASA24 to Collect 24-Hour Recalls in the Expanded Food and Nutrition Education Program

Background Interest exists to standardize and improve data collection and coding in Expanded Food and Nutrition Education Program (EFNEP) classes by switching from a paper-and-pencil 24-hour recall to the Automated Self-Administered 24-hour Recall (ASA24); however, it is important to address the feasibility of putting this into practice. Objective To do an initial pilot test to compare the use of ASA24 with paper-and-pencil recalls with EFNEP participants. Study Design, Settings, Participants Ten EFNEP paraprofessional educators were recruited from three states and trained to use ASA24. Participants were randomized at the class level to complete either ASA24 or a paper-and-pencil recall at program entry and the alternate method at exit. Participants (n = 37 entry, n = 30 exit) and paraprofessionals completed questionnaires about usability, confidence, preference, and perceived accuracy at entry and exit. Seven paraprofessionals participated in online focus groups or qualitative interviews. Measurable Outcome/Analysis Questions about usability, confidence, and perceived accuracy were scored on a Likert scale from strongly disagree (1) to strongly agree (5); scores were analyzed using descriptive statistics. Qualitative interviews and focus groups were transcribed, and two researchers coded and developed themes using inductive content analysis. Results Average scores for usability, confidence, and perceived accuracy were very similar for ASA24 and the paper-and-pencil recall. When asked which method they preferred, both the participants and paraprofessionals were evenly split. In the qualitative interviews, almost all of the paraprofessionals felt that ASA24 would result in more accurate recalls. The major barriers mentioned were lack of computer literacy of some participants and problems with internet connectivity. Conclusion ASA24 may be comparable to the paper-and-pencil recall in usability, confidence, perceived accuracy, and preference for both EFNEP participants and paraprofessionals. Qualitative analysis indicates that ASA24 may work better with participants who are computer literate, and may yield more accurate results. Funding USDA.

P183 Predictors of Diet Quality in the Adult Expanded Food and Nutrition Education Program in Nevada

Background Healthy dietary patterns are associated with decreased risk of chronic disease. Dietary patterns are best captured in the form of diet quality scores incorporating positive and negative aspects of the diet. The Healthy Eating Index-2015 (HEI-2015) is a diet quality measure based on the Dietary Guidelines for Americans 2015. The Expanded Food and Nutrition Education Program (EFNEP) is a federal program that reaches limited resource audiences in the U.S. EFNEP evaluation includes a 24-hour diet recall before and after a nutrition education program, which is converted into a HEI-2015 diet quality score. Objective To determine changes in HEI-2015 score before and after a nine-week nutrition education program, Eating Smart and Being Active, and to determine predictors of improvement. Study Design, Settings, Participants This was a one group pre-test post-test study and included EFNEP participants in Nevada in FY18. Measurable Outcome/Analysis The 24-hour recall data was used to create a HEI-2105 diet quality score. Other data included sex, ethnicity, education, age, household income, and number of sessions attended. Results The sample (n = 212) was 98% female, 86% Hispanic, with an average age of 36.5 years. A paired t-test found that HEI-2015 scores improved from pre to post-test from 58.0 to 64.7 (P = .001). Multiple regression analysis indicated three predictors explained 36% of the variance (R2 = 0.36, F(3,208) = 38.68, P Conclusion The nine-week intervention produced improvement in diet quality in Nevada EFNEP participants. Those with the greatest improvement had the lowest diet quality at pre-test, were female, and attended the greatest number of sessions. Reaching those with the poorest diet quality and implementing effective retention strategies are key to the maximum utilization of limited nutrition education resources. Funding None.

The Impact of a Community-Based Food Education Program on Nutrition-Related Knowledge in Middle-Aged and Older Patients with Type 2 Diabetes: Results of a Pilot Randomized Controlled Trial.

The purpose of this study was to evaluate the impact of a community-based food education program on nutrition-related knowledge in middle-aged and older patients with type 2 diabetes (T2D). Participants (n = 36; 65.9 ± 6.0 years old) were recruited in primary health care to a 9-month community-based lifestyle intervention program for patients with T2D and randomly assigned to an exercise program (control group; n = 16) or an exercise program plus a food education program (experimental group; n = 20). Nutrition-related knowledge was assessed through a modified version of the General Nutrition Knowledge Questionnaire. The increase in total nutrition-related knowledge score and sources of nutrients area score was significantly higher in the experimental group compared to the control group. No significant changes in nutrition-related knowledge were found between groups in dietary recommendations and diet-disease relationship areas, although improvements were observed. This community-based food education program, with the use of easy to implement strategies (short-duration lectures and dual-task problem solving activities during exercise), had a positive and encouraging impact on nutrition-related knowledge in middle-aged and older patients with T2D.

NP14 Use of Online Videos with Feeding Content to Enhance an EFNEP Program in Preventing Childhood Obesity

Objective Parental behaviors that impede children from paying attention to their own cues of fullness can promote obesity in children. Family focused prevention programs are valuable because these programs have the ability to promote better parenting behaviors that lead to the development of better child eating patterns. Recently interest in delivering such programs online has increased. However, numerous challenges arise in applying such programs to low-income, minority participants. Parenting content was developed to add to an established nutrition education program for low-income families. Eating Smart • Being Active is a nutrition education program used across the US by the Expanded Food and Nutrition Education Program (EFNEP). Our objective will be to describe the process used to develop videos, games, activities, and infographics as part of parenting content delivered online to low-income parents of children (ages 2 to 8 years). Description The process of developing program materials was guided by self-determination theory. Parenting strategies were embedded in the final materials including: tips for grocery shopping with children; feeding practices encouraging acceptance of new foods; determining child portions; ways to support internal child cues of fullness; instituting mealtime routines; awareness of cues to eat in the outside environment; and identifying parent and child feeding roles. Online videos, games, activities, and infographics were formatted to be viewed through smartphones (English and Spanish). Evaluation Challenges came to light during piloting of the online program. We addressed these challenges by: developing a user-friendly interface; providing clear instructions and processes for low-income parents to access online materials; ensuring effective communication between participants, in-class educators, and online facilitators; and tracking participant involvement and engagement. Conclusion and Implications Specific ways we addressed the multiple challenges in developing and implementing the online program will be described. Preliminary data from our randomized control trial conducted in six EFNEP regions across Colorado and Washington with 550 low-income parents will be presented.

P65 Feasibility Test of ASA24-2016 to Assess Children's Diets as Reported by Parents Enrolled in Washington State EFNEP

Objective To determine the feasibility of using the Automated Self-Administered 24-Hour Dietary Assessment Tool (ASA24-2016) to assess children's diets as reported by parents enrolled in the Expanded Food and Nutrition Education Program (EFNEP). Use of Theory or Research Washington EFNEP collects adult dietary data with a facilitated group 24-hour dietary recall (24HDR) using the form “Food Tracker: What I ate yesterday,” supported by the facilitator and visual guides (Townsend et al 2013). The facilitation of ASA24 mirrored the facilitated process with guided instruction and visuals. Target Audience A sample of English and Spanish speaking parents enrolled in WA EFNEP. Program Description As part of a larger study, parents were asked to complete a 24HDR via ASA24 for their youngest child between ages 2-8 at week two and nine of EFNEP classes. A facilitation kit was used to assist participants. All ASA24 data collections were conducted by trained professional staff. Evaluation Methods Raw data was exported from ASA24 to track the number of successful logins and attempts to enter recalls at each timepoint, total calories consumed, meal times, and food codes. Data collectors recorded errors frequently encountered, adjustments made to specific recalls, and user difficulties. Results Of the 88 enrolled participants, 62% completed ASA24 entry in Spanish and 38% in English. Fifty four percent (47) successfully completed ASA24, 27% (24) were unable to complete ASA24 and their child recalls were collected on paper, and 19% (17) did not attend the data collection. Conclusions ASA24 can successfully be used to assess children's diets reported by parents enrolled in EFNEP. However, users may encounter challenges with connectivity, limited participant literacy levels, and technical difficulties within the ASA24 system. Identifying challenges and strategies to overcome them, is critical to inform the advancement and dissemination of this web-based tool. Funding USDA.

P77 Integrating Technology with Direct Nutrition Education to Engage and Improve Retention Rates and Outcomes in Older Youth

Objective To understand the best ways to engage older youth in improving their nutrition and physical activity outcomes and increasing overall retention in nutrition education programs. Use of Theory or Research Theory of Reasoned Action/Planned Behavior. Target Audience Middle and high school youth. Program Description The hands-on Expanded Food and Nutrition Education Program (EFNEP) series is effective for engaging elementary-aged youth. However, this approach is not as effective when working with at-risk middle and high school students. To determine the best strategy for engaging older youth, Maryland EFNEP integrated innovative techniques into their youth lessons. Lessons were adapted from Drexel University's “APPetite for Health” by integrating medium-level technology, as well as cooking and physical activities. The digital resources included YouTube videos, computer-based activities, online surveys and polls, guided Google searches, and digital games. To determine which strategy the youth preferred the most, three lessons with medium-level technology and two lessons without technology (posters and food models only) were implemented. Evaluation Methods The youth completed a pre/post Qualtrics survey to assess if they preferred lessons integrated with technology or without technology and to determine if the technology positively affected their dietary behaviors. EFNEP's youth pre/post surveys were also administered to assess the students’ changes in nutrition and physical activity practices. Results The data showed that the middle and high school students enjoyed the medium-level technology the most (41%), especially the YouTube videos (38%). The physical activities and cooking activities remained popular with these students. Behavioral outcomes showed an improvement in: breakfast consumption on most days of the week (10% increase) and fruit and vegetable consumption, especially as a snack (20% increase). Youth also improved their diet quality (96%) and physical activity practices (65%). Conclusions A blended approach, using technology and hands-on activities, was the best strategy to engage older youth in nutrition programming. They enjoyed YouTube videos the most to learn about nutrition-related messages. Funding USDA EFNEP.

P93 Utilizing Sensory Evaluation Methodology in Recipe Development for Expanded Food and Nutrition Education Program (EFNEP)

Background Federal programs such as EFNEP provide nutrition education for limited resource consumers. A component of the nutrition education often includes the inclusion of recipes which are provided to increase healthy eating behaviors among targeted audiences. Currently, there is limited information regarding sensory evaluation of recipes targeted to limited resource consumers. Objective To utilize sensory evaluation methodology to assess acceptability including overall liking (OL) and liking of specific sensory attributes (appearance, flavor, texture) for 16 recipes taught and demonstrated through the University of Georgia EFNEP Food Talk nutrition education curriculum. Study Design, Settings, Participants A total of 872 EFNEP eligible Georgian adults who participate in the Food Talk Nutrition Education Curriculum conducted sensory evaluation on sixteen existing recipes through the EFNEP Food Talk curriculum. Recipes were prepared following standardized instructions for consistency of preparation and portion size. Measurable Outcome/Analysis Sensory evaluation used the traditional nine-point hedonic scale to evaluate OL and specified sensory attributes (1= dislike extremely, 5 = neither like nor dislike, and 9 = like extremely). Standard range of acceptability for a recipe is ≥ 7.0. OL based on recipe title, and purchasing intent of recipe ingredients were also measured. Results Recipes with the highest acceptability ratings were fruit-based recipes (Fruit Smoothie, mean OL = 7.67, flavor = 7.56, texture = 7.54; Crunchy Apple Salad, mean OL = 7.97, flavor = 8.18, texture = 8.02). Recipes with the lowest acceptability ratings were Easy Cheesy Broccoli Soup (mean OL = 6.63, flavor = 6.51, texture = 6.64) and Curly Noodle Supreme (mean OL = 6.11, flavor = 5.58, texture = 6.56). Conclusion Study findings suggest sensory evaluation should be a part of any nutrition education curriculum designed to improve diet quality through the introduction of new recipes and recipe modifications to promoted meaningful behavior change within the nation's most vulnerable populations. Funding None.

P162 EFNEP Nutrition Education Outcomes for Low-Income Youth in Los Angeles County

Objective To improve youth nutrition knowledge and behaviors by implementing and evaluating the USDA Expanded Food and Nutrition Education Program (EFNEP). EFNEP teaches youth how to develop healthy eating habits, increase physical activity, and practice safe food handling. Use of Theory or Research School-based nutrition education programs have demonstrated effectiveness in improving dietary habits and increasing fruit and vegetable consumption. Research shows that low-income communities suffer from higher rates of pediatric obesity. Target Audience Low-income youth (ages 5-18) in Los Angeles County. Program Description Trained nutrition educators implemented a six-lesson nutrition class series in schools, after-school programs, or summer programs. Alternately, nutrition educators trained and supported teachers or agency-paid staff to implement the lesson series. Classes were typically held once a week for one hour. The curriculum used varied by grade-level; all curriculum was developed and tested by the University of California and collaborators. Evaluation Methods Randomly selected program participants completed pre/post lesson evaluations. Four separate evaluation tools were used to evaluate students across grade levels. National EFNEP designed and tested the evaluation tools. Results In Federal Fiscal Year 2107/2018 Los Angeles EFNEP graduated 6,761 youth, and selected 1,295 participants to evaluate. Eighty-one percent of evaluated youth improved their abilities to choose foods according to Federal Dietary Recommendations or gained knowledge, 42% improved their physical activity practices or gained knowledge and 44% used safe food handling practices more often or gained knowledge. Improvements were greatest for 9th-12th grade youth, where 99% improved in one or more core area. K-2nd grade youth experienced lower results: 80% improved in one or more core area. Conclusions Los Angeles EFNEP is successful in improving the nutrition, physical activity and food safety knowledge of urban low-income youth. Improvements in knowledge appear to be greater for older youth; more research is needed to determine if these differences are significant. This research has implications for future nutrition education program development including effective targeting of health education topics by grade level. Funding None.

P159 Differences Among Flavoring Agents Owned by Low-Income Black and Hispanic Adults in New Jersey

Background Nutrition educators stress the use of flavoring agents (i.e. herbs, spices, and other flavorings) when cooking to enhance flavor and lower sodium in recipes. However, availability of these items at home may differ by race/ethnicity. Objective To identify flavoring agents owned by Black and Hispanic populations and to determine differences between groups. Study Design, Settings, Participants Researchers interviewed low-income adults from communities that have been served by the New Jersey Expanded Food and Nutrition Education Program (EFNEP). Measurable Outcome/Analysis Participants self-identified their race/ethnicity and rated how often/if they keep each of 71 common flavoring agents in their homes. T-tests were performed using SAS 9.4 to determine differences between Black and Hispanic participants’ responses. Results Seventy five participants were surveyed (36 Black, 39 Hispanic). Overall, Blacks reported keeping a wider variety of herbs ( P = .0254), spices ( P = .0067), and other flavorings ( P = .0042) in their homes compared to Hispanics. However, individual product analyses revealed that the mean frequencies of most products (62%) were similar between groups. Blacks had higher mean frequencies regarding five herbs, six spices, and five other flavorings, and Hispanics had higher mean frequencies regarding ownership of four herbs, two spices, and three other flavorings. Conclusion Although many of the flavoring agents used by Blacks and Hispanics are similar, there are certain flavoring agents that seem to be distinctive to their racial/ethnic groups. Nutrition education strategies to accommodate these differences include using common flavoring agents in recipes, and tailoring recipes for certain racial/ethnic groups to their distinctive tastes. Funding New Jersey Agricultural Experiment Station.

P100 How Various Epoch Lengths and Activity Cut-Points Influence Physical Activity Estimates for Low-Income Hispanic Adults Under Free-Living Conditions

Background Accelerometers are popular, objective physical activity (PA) measures. However, when using accelerometry, data processing decisions must be made regarding sampling intervals (i.e., epoch lengths (EL)) and PA intensity cut-points. Objective To examine how different epoch lengths (EL) and intensity cut-points influence PA estimates among free-living, low-income Hispanic adults. Study Design, Settings, Participants This study was cross-sectional. Low-income Hispanic adults (n = 35) recruited from Expanded Food and Nutrition Education Program in five states, were asked to wear an accelerometer (ActiGraph GT3X+) for seven consecutive days. Measurable Outcome/Analysis Only data from participants with > 4 valid days (i.e., > 10 hour of wear time) were analyzed. Downloaded data were reintegrated into 1-, 10-, 30-, and 60-second ELs. Within each EL, PA cut-points were classified as either: a) sedentary; b) light; c) moderate; or d) vigorous, using two widely-accepted algorithms (Freedson and Matthews). Total moderate to vigorous PA (MVPA) was also calculated. Since the data were not normally distributed, Kruskal-Wallis analysis was used to compare the time spent in different PA intensity levels, by aforementioned ELs, for each intensity cut-point. Results The participants were mostly female (88.6%), with a mean age of 36.5 ± 11.0. Using the Freedson cut-points, the mean rank of time spent in light PA was higher for longer ELs (H = 90.7, P P P P P Conclusion This study's findings suggest that PA estimates vary by EL regardless of the cut-points used, thus validity studies should be done to compare accelerometer results with indirect calorimetry to generate the optimal EL for estimating low-income Hispanic adults’ true PA levels. Funding NIFA.

Positive Change in HEI-2005 Dietary Scores of Low-Income Adults After Participation in the Expanded Food and Nutrition Education Program (EFNEP) (P16-049-19)

ObjectivesEFNEP helps low-income audiences acquire the knowledge and skills necessary to plan, procure, and prepare nutritionally sound diets. The study objective was to determine EFNEP participants’ change in HEI-2005 scores in 2013–2014. MethodsThis study was a secondary analysis of the 24 hour recall (24HR) data collected from EFNEP participants from October 2012 - September 2014. EFNEP staff entered entry/exit 24HR data into a web-based data evaluation program using the Food and Nutrient Database for Dietary Studies (version 3.0). Initial data set (n = 135,021) was cleaned (n = 122,961) and categorical variables established for demographic predictor variables of interest (n = 97,522). Statistical analysis was performed using the car and lsmeans packages. In addition, linear models including age group, education, gender, race/ethnicity and entry HEI-2005 score were used. To account for testing multiple components, a Bonferonni adjusted ANOVA F-test was calculated. ResultsThe mean (sd) HEI scores were 51.1 (13.7) at entry and 56.5 (13.7) at exit, with a change of 5.4 (16.7) after completion of the program (P < 0.05); nine of 12 component scores increased. The change in HEI-2005 scores was significantly greater as age increased, with increasing education, and in women. Thirty-two % of the HEI score increase was due to increased fruit intake, 17% from increased vegetable intake, 17% from increased intake of “milk” and 20% due to decreased intakes of solid fats, alcohol and added sugar (increase in this component score reflects a decreased intake). Three component scores slightly decreased over the program - total grains, oils, and sodium (decrease in sodium score reflects an increased sodium intake). ConclusionsThe results reported here are the first known national documentation of change in HEI dietary quality due to EFNEP participation. Results indicate that EFNEP participation improves diet quality based on change in HEI-2005. This improvement was evident in nine of 12 HEI-2005 components and across all demographic characteristics. Results suggest EFNEP improves diets of this vulnerable population, potentially reducing chronic disease risk. Funding SourcesAgriculture Experiment Station NC2169: EFNEP Related Research, Program Evaluation and Outreach. Supporting Tables, Images and/or Graphs▪▪▪▪

Taste Is Everything: The Role of Sensory Evaluation in Nutrition Education for Low-Income Populations (OR13-04-19)

ObjectivesTo measure acceptance of recipes taught and demonstrated through the University of Georgia Supplemental Nutrition Assistance Program Education (SNAP-Ed) and Expanded Food and Nutrition Education Program (EFNEP) nutrition education curricula through sensory evaluation. MethodsSensory evaluation was conducted on seven newly developed recipes through the SNAP-Ed Food Talk: Farmer’s Market curriculum and sixteen existing recipes through the EFNEP Food Talk curriculum. To evaluate acceptance of the recipes, SNAP-Ed and EFNEP program participants were provided with a nine-point hedonic scale with 1 being ‘dislike extremely’ and 9 being ‘like extremely.’ Program participants were asked to rate for overall liking (OL) of the recipe and liking of additional sensory attributes, including appearance, flavor, texture, saltiness, and sweetness. Recipes were prepared following standardized instructions for consistency of preparation and portion size. ResultsA total of 1438 SNAP-Ed and EFNEP participants (78% female, 66% African American) evaluated 7 newly developed recipes (n = 563) and 16 existing recipes (n = 872). The Curly Noodle Supreme (OL = 6.11, flavor = 5.58, texture = 6.56) and Cheesy Broccoli Soup (OL = 6.63, flavor = 6.51, texture – 6.64) had the lowest ratings from the 16 existing recipes. The Chicken Chili with White Beans (OL = 7.34, flavor = 7.11, texture = 7.31) and Vegetarian Tacos (OL = 7.28, flavor = 7.04, texture = 7.15) had the highest ratings from the 7 newly developed recipes. With standard range of acceptability for a recipe being 7.0 and higher in sensory evaluation, these ratings provide justification for the addition of newly developed recipes and modification or replacement of existing recipes into the SNAP-Ed and EFNEP nutrition education curricula. ConclusionsThe study findings suggest that sensory evaluation has the potential to contribute to the development, testing, and modification of recipes that are more responsive to the unique sensory preferences of low-income populations for nutrition education programs. Funding SourcesUSDA SNAP-Ed, USDA EFNEP.

Self-regulation Capacity Of Low-income Mothers In Community-based Nutrition Program

Diet is strongly associated with many risk factors for chronic disease. Educational programs such as the Expanded Food and Nutrition Education Program (EFNEP) are designed to improve dietary behaviors among low-income populations. Although EFNEP has seen improvements, they do not yet meet recommendations. Self-regulation is the process of guiding thoughts, feelings, and behaviors to stay in line with perceived goals. Previous studies have been successful in eliciting behavior change when improving self-regulation in conjunction with dietary education. PURPOSE: The purpose of this study was to examine self-regulation in EFNEP participants and its relationship to participants change in dietary behavior. METHODS: All participants were currently enrolled in EFNEP and were asked to complete an additional self-regulation survey. This survey included five questions on a Likert scale from 1-5, with 5 indicating high self-regulation. These were averaged to assess overall self-regulation capacity pre- and post-program. Fruit and vegetable intake were measured using EFNEPs current diet-recall survey. RESULTS: On average, the participants had low levels of self-regulation both pre- and post-intervention (2.74 ± 0.71 and 2.59 ± 0.78, respectively). Regarding vegetable intake, there was no statistically significant change from pre- to post-program (1.51 ± 1.36 and 1.42 ± 1.32 cups, respectively). However, there was a statistically significant different regarding fruit intake, increasing from 0.86 ± 0.94 to 1.39 ± 1.39 cups per day. Neither fruit nor vegetables increased to MyPlate recommendations. CONCLUSIONS: Participants self-regulation capacity was on average low, and did not increased from pre- to post-program. Results also indicate that fruit and vegetable intake did not reach MyPlate recommendations. From these results, we can conclude that self-regulation training may be a necessary supplement to the program to see improvements in the participants dietary behavior.

Relationship Between Nutrition-Related Knowledge and Nutritional Behavior of Students in Czech Republic (P16-037-19)

ObjectivesThe purpose of this study was to determine the relationship between dietary habits and healthy nutrition knowledge of high school students in Czech Republic. This study was also aimed to design a Nutrition Education Program for the second grade students of primary schools in Czech Republic inspired by The Nutrition Education Program developed by Nebraska Extension of University of Nebraska – Lincoln, a part of USDA’s Supplemental Nutrition Assistance Program and Expanded Food & Nutrition Education Program. MethodsA validated Nutritional survey and Nutritional knowledge quiz were designed. The validity of both methods was tested using analytical analysis of all survey and test items and examining internal consistency. It was examined 1028 grade nine students from 25 different high schools between the age range of 14–16 years within the school year 2015/2016. The study included 504 girls with an average age of 14.74 years, an average height of 166.2 cm (5 ft 4 in), and an average weight of 56.32 kg (124.16 lb) and 524 boys with an average age of 14.83 years, an average height of 174.76 cm (5 ft 7 in), and an average weight of 64.84 kg (142.95 lb). ResultsPearson’s correlation coefficient between nutrition related knowledge and nutritional habits of examined respondents (0.327 at the reached level of significance of the p test was less than 0.001) confirmed the relatively high association of variables (the null hypothesis was rejected at 0.01% significance level). Study shows that 14% of respondents never eat breakfast, 20% of respondents never drink pure water, 25% of the participants consume fruits in a very limited quantities and there is at least one student consuming energy drinks or alcoholic drinks on a daily basis in every average examined school class. The least successful quiz item (properly identified only by 34% of respondents) was the question examining the knowledge of the current national nutrition guide – the Food Pyramid content. ConclusionsThe relatively high association between nutrition-related knowledge and nutrition behavior of Czech students was examined. A comprehensive curriculum for teachers and the kit of educational and didactic materials for Czech middle schools and high schools appears to be an effective way to health strengthening of children and adolescents in Czech Republic. Funding SourcesCharles University in Prague, Czech Republic.