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Linking implementation process to intervention outcomes in a middle school obesity prevention curriculum, ‘Choice, Control and Change’

Gray, Heewon Lee ; Contento, Isobel R. ; Koch, Pamela A.

Health education research, 2015-04, Vol.30 (2), p.248-261 [Peer Reviewed Journal]

England: Oxford University Press

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Title:
Linking implementation process to intervention outcomes in a middle school obesity prevention curriculum, ‘Choice, Control and Change’
Author: Gray, Heewon Lee ; Contento, Isobel R. ; Koch, Pamela A.
Subjects: Adolescent ; Adolescent Behavior ; Comparative Analysis ; Control Groups ; Correlation ; Diet ; Ethnic Groups ; Exercise ; Female ; Grade 6 ; Grade 7 ; Health Behavior ; Health Education - organization & administration ; Health Education - standards ; Health technology assessment ; Hierarchical Linear Modeling ; Humans ; Intervention ; Interviews ; Male ; Middle School Students ; New York ; New York City ; Nutrition Instruction ; Obesity ; Obesity - prevention & control ; Observation ; Original ; ORIGINAL ARTICLES ; Outcomes of Education ; Prediction ; Prevention ; Questionnaires ; School Health Services - organization & administration ; School Health Services - standards ; Self Determination ; Social Cognition ; Social Theories ; Student Attitudes
Is Part Of: Health education research, 2015-04, Vol.30 (2), p.248-261
Notes: ObjectType-Article-2
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ObjectType-News-1
ObjectType-Feature-3
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Description: This study investigates the link between process evaluation components and the outcomes of a school-based nutrition curriculum intervention, ‘Choice, Control and Change’. Ten New York City public middle schools were recruited and randomly assigned into intervention or control condition. The curriculum was to improve sixth to seventh grade students’ energy balance related behaviors, based on social cognitive and self-determination theories, and implemented during the 2006–2007 school year (n = 1136). Behaviors and psychosocial variables were measured by self-reported questionnaires. Process components were evaluated with classroom observations, teacher interviews, and a student questionnaire. Using ‘Teacher Implementation’ (dose delivered) and ‘Student Reception’(dose received) process data; intervention group was further categorized into medium- and high-implementation groups. Analysis of covariance revealed that, compared with control group, only high-implementation group showed significant improvement in students’ behavior and psychosocial outcomes. Hierarchical linear models showed that ‘Teacher Implementation’ and ‘Student Reception’ significantly predicted students’ sweetened beverage outcomes (P < 0.05). ‘Student Satisfaction’ was also greater when these implementation components were higher, and significantly associated with behavior and psychosocial outcomes (P < 0.05). Implementation process influenced the effectiveness of the ‘Choice, Control and Change’ intervention study. It is important to take into account the process components when interpreting the results of such research.
Publisher: England: Oxford University Press
Language: English

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Linking implementation process to intervention outcomes in a middle school obesity prevention curriculum, ‘Choice, Control and Change’

Gray, Heewon Lee ; Contento, Isobel R. ; Koch, Pamela A.

England: Oxford University Press

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