Table 1.
Application of SCT Constructs to Lesson Activities for BALANCE, the 8-wk Virtual Nutrition Education Program for Young People With Autism Spectrum Disorder
| Minutes | Activities | Constructs |
|---|---|---|
| Lesson 1: exploring taste, flavor, and texture | ||
| 5 | Engage students in an interactive discussion of taste, flavor, and texture | Knowledge, self-efficacy |
| 30 | Conduct a tasting session for foods with different tastes and textures | Self-efficacy, observational learning, outcome expectations, normative beliefs |
| 10 | Work with students to plan to overcome barriers to exploring a new taste, flavor, or texture | Outcome expectations, barriers and opportunities, intentions |
| Lesson 2: mealtimes and rules | ||
| 10 | Discuss the benefits of having a regular mealtime schedule | Knowledge, self-efficacy, outcome expectations |
| 10 | Discuss what the students’ mealtime environments look like and why | Self-efficacy, outcome expectations, barriers and opportunities |
| 25 | Make a healthy snack as a class and have each student set a goal for maintaining a regular mealtime schedule | Behavioral skills, intentions, social support |
| Lesson 3: food groups and nutrients | ||
| 10 | Discuss the role of healthy eating in accomplishing personal goals | Knowledge, outcome expectations, intentions |
| 15 | Play a matching game to match nutrients with their benefits | Knowledge, outcome expectations |
| 10 | Create a sample meal using US Department of Agriculture’s MyPlate | Knowledge, self-efficacy, observational learning |
| 10 | Discuss snacks and their food groups and benefits | Knowledge, outcome expectations |
| Lesson 4: moderation | ||
| 5 | Review the lessons conducted so far | Knowledge |
| 10 | Play a matching game with foods and level of processing | Knowledge, self-efficacy |
| 10 | Review how to use the hand as a measurement guide | Behavioral skills, observational learning |
| 15 | Practice writing down everything eaten for your last meal | Self-efficacy, behavioral skills |
| 5 | Set a healthy eating goal | Intentions |
| Lesson 5: beverages | ||
| 10 | Engage students in an interactive discussion on beverages | Knowledge |
| 5 | Discuss how water and nutrient-dense beverages can meet the body’s needs | Knowledge, self-efficacy |
| 30 | Guess the sugar content of various beverages and practice finding the sugar content on a nutrition label | Observational learning, behavioral skills |
| Lesson 6: cooking | ||
| 10 | Discuss current practices for preparing food at home | Self-efficacy, social support |
| 20 | Practice making a healthy snack | Behavioral skills, observational learning, collective efficacy |
| 15 | Conduct a tasting session | Observational learning, self-efficacy, intentions |
| Lesson 7: well-being | ||
| 10 | Identify healthy lifestyle components that can complement healthy eating practices | Knowledge, outcome expectations |
| 10 | Describe challenges of the food environment | Knowledge, normative beliefs |
| 10 | Describe ways to overcome challenges of the food environment | Self-efficacy, outcome expectations, behavioral skills |
| 15 | Discuss mindful eating using herbs and spices as a prompt | Observational learning, behavioral skills |
| Lesson 8: sustaining healthy eating habits | ||
| 15 | Ask students to share their food with the group | Observational learning, social support |
| 30 | Set a goal for sustaining healthy eating habits and award certificates of completion | Intentions, reinforcement |
BALANCE indicates Bringing Adolescent Learners with Autism Nutrition and Culinary Education; SCT, Social Cognitive Theory.