ObjectiveResponsive feeding practices (FPs) promote healthy weight and eating behaviors among preschoolers (2-5 years). This study aimed to test a vicarious learning video on parent responsive feeding knowledge and beliefs.Design, Setting and ParticipantsParticipated via the web. Parents of preschoolers. The 20-minute experimental video featured children responding positively (e.g., eating vegetables) to responsive FPs and negatively (e.g., refusing food) to unresponsive FPs. The control video was about the education system.Outcome Measures and AnalysesKnowledge and beliefs about unresponsive FPs (encouragement, control, pressure, weight-based and fat restriction, and instrumental and emotional feeding) and responsive FPs (covert control and monitoring) were measured one week before and immediately after intervention. A series of one-way ANOVAs were used to examine group differences on outcomes.ResultsParticipants (n=50) were white (74%), married (96%), and 90% had at least a college degree, and 88% had income greater than $50K/yr. Knowledge (p=.03) increased and beliefs about some unresponsive FP’s [encouragement (p=.03), control (p=.02), pressure (p=.01), and weight-based restriction (p=.003)] decreased more among experimental than control parents. Beliefs about remaining FP’s did not significantly change (p-values were greater than .05).Conclusions and ImplicationsResponsive feeding knowledge and beliefs that were changed with the vicarious learning video were related to responsive FPs that were directly portrayed in the video. Vicarious learning may not be the optimal strategy for changing beliefs about subtle FPs (e.g., covert control) which are difficult to model. Vicarious learning videos may be an inexpensive strategy for promoting some health behaviors.FundingAcademy of Nutrition and Dietetics Foundation. ObjectiveResponsive feeding practices (FPs) promote healthy weight and eating behaviors among preschoolers (2-5 years). This study aimed to test a vicarious learning video on parent responsive feeding knowledge and beliefs. Responsive feeding practices (FPs) promote healthy weight and eating behaviors among preschoolers (2-5 years). This study aimed to test a vicarious learning video on parent responsive feeding knowledge and beliefs. Design, Setting and ParticipantsParticipated via the web. Parents of preschoolers. The 20-minute experimental video featured children responding positively (e.g., eating vegetables) to responsive FPs and negatively (e.g., refusing food) to unresponsive FPs. The control video was about the education system. Participated via the web. Parents of preschoolers. The 20-minute experimental video featured children responding positively (e.g., eating vegetables) to responsive FPs and negatively (e.g., refusing food) to unresponsive FPs. The control video was about the education system. Outcome Measures and AnalysesKnowledge and beliefs about unresponsive FPs (encouragement, control, pressure, weight-based and fat restriction, and instrumental and emotional feeding) and responsive FPs (covert control and monitoring) were measured one week before and immediately after intervention. A series of one-way ANOVAs were used to examine group differences on outcomes. Knowledge and beliefs about unresponsive FPs (encouragement, control, pressure, weight-based and fat restriction, and instrumental and emotional feeding) and responsive FPs (covert control and monitoring) were measured one week before and immediately after intervention. A series of one-way ANOVAs were used to examine group differences on outcomes. ResultsParticipants (n=50) were white (74%), married (96%), and 90% had at least a college degree, and 88% had income greater than $50K/yr. Knowledge (p=.03) increased and beliefs about some unresponsive FP’s [encouragement (p=.03), control (p=.02), pressure (p=.01), and weight-based restriction (p=.003)] decreased more among experimental than control parents. Beliefs about remaining FP’s did not significantly change (p-values were greater than .05). Participants (n=50) were white (74%), married (96%), and 90% had at least a college degree, and 88% had income greater than $50K/yr. Knowledge (p=.03) increased and beliefs about some unresponsive FP’s [encouragement (p=.03), control (p=.02), pressure (p=.01), and weight-based restriction (p=.003)] decreased more among experimental than control parents. Beliefs about remaining FP’s did not significantly change (p-values were greater than .05). Conclusions and ImplicationsResponsive feeding knowledge and beliefs that were changed with the vicarious learning video were related to responsive FPs that were directly portrayed in the video. Vicarious learning may not be the optimal strategy for changing beliefs about subtle FPs (e.g., covert control) which are difficult to model. Vicarious learning videos may be an inexpensive strategy for promoting some health behaviors. Responsive feeding knowledge and beliefs that were changed with the vicarious learning video were related to responsive FPs that were directly portrayed in the video. Vicarious learning may not be the optimal strategy for changing beliefs about subtle FPs (e.g., covert control) which are difficult to model. Vicarious learning videos may be an inexpensive strategy for promoting some health behaviors.