Table 4.
Description of experimental and control group treatments of nutrition education interventions (n = 43)
| Author, Date | Experimental Group | Control (Comparison) Group |
|---|---|---|
| Powers et al., 2005 [71] |
N = 702 at posttest Attrition: Not reported Treatment: Over 6 weeks, 2nd and 3rd graders in low-income school district received 6 group classes, delivered by educators using a curricular guide and materials, on nutrition, including diary intake, fruit and vegetable (F/V) intake, Food Guide Pyramid knowledge, nutrient-food association knowledge, and nutrient-job association knowledge. Concepts enhanced with hand-on activities, bulletin boards, role modeling by nutrition educators. |
N = 398 at posttest Attrition: Not reported Treatment: None |
| Kemirembe et al., 2011 [72] |
N = 43 at posttest Attrition: Not reported Treatment: Low-income youth participating in the Expanded Food and Nutrition Education Program received 4 2- to 3-h hands-on/experiential group sessions based on 5 lessons from Up for the Challenge: Health, Fitness, and Nutrition curriculum over 4 weeks. Sessions focused on nutrition knowledge, skills, making healthy food choices. |
N = 43 at posttest Attrition: Not reported Treatment: None reported |
| Katz et al., 2011 [70] |
N = 628 at baseline Attrition: Not reported Treatment: 2nd to 4th grade children received 4 20-min Nutrition Detectives group sessions taught by physical education teachers using Powerpoint presentations and demonstrations, and hand-on activities about selecting healthy foods (minimally processed, nutrient dense, low in added sugars and trans-fat, and rich in desirable constituents, such as fiber) and a booster session 3 months later. |
N = 552 at baseline Attrition: Not reported Treatment: None |
| Keihner et al., 2011 [96] |
N = 703 at baseline; varied with measure at posttest highest n = 698 Attrition: 11% Treatment: 4th and 5th grade children received 10 50-min group Power Play sessions on nutrition and physical activity taught by trained teachers over 8 weeks using lesson plans, student workbooks, cookbooks, parent brochures, songs, posters, and stickers. Teachers completed tracking forms to document implementation. |
N = 451 at baseline; varied with measure at posttest highest n = 448 Attrition:14% Treatment: None |
| Backman et al., 2011 [67] |
N = 186 at baseline; 156 at post-test Attrition:16% Treatment: Low-income African American women received 6 1-h group sessions, tailored to their culture, selected from the Toolbox of Tailored Educational Lessons to Improve F/v and Physical Activity Behaviors, handouts, and resource materials weekly for 6 weeks, taught by trained health educators; sessions included presentations, discussion, and problem solving; staff attended all sessions to ensure fidelity and quality of session delivery. |
N = 199 at baseline; 171 post-test Attrition:14% Treatment: None |
| Roofe et al., 2011 [97] |
N = 79 Attrition: Not reported Treatment: Kindergarteners received 30-min nutrition lessons over a period of 1 month on My Pyramid, calcium, F/V, and nutritional health by trained college students; lesson consisted of a story, game, and coloring sheet to take home; printed parent education materials were provided. |
N = 77 Attrition: Not reported Treatment: None |
| McCarthy et al., 2012 [98] |
N = 613 completed at least pre or posttest; 454 completed both pre and posttesta
Attrition: Not reported Treatment: Low-income middle school children received face-to-face instruction using the Harvest of the Month exposure-based nutrition education intervention that promotes F/V intake with monthly in-class F/V tasting activities, informational materials provided to teachers, parent newsletters, promotional posters and banners, related books in the school library, informative pages in the students’ day planners, and school bulletin announcements; program lasted 7 months. |
N = 396 completed at least pre or posttest; 276 completed both pre and post-testa
Attrition: Not reported Treatment: None |
| Alaimo et al., 2015 [69] | Year 1: N = 320 baseline, 281 posttest. Year 2: 367 baseline, 281 posttest Attrition: 12% (year 1), 23% (year 2) Treatment: 3rd, 4th, and 5th grade teachers were trained and encouraged to offer 20 h of classroom-based nutrition education per year to their students; teachers were given nutrition education resources/support including newsletters and classroom nutrition education kits, healthy eating coaching in the cafeteria, and taste testing; teachers were encouraged to sign up for the YMCA “Nutrition in Action” program (a 6 week nutrition education program taught in the classroom by YMCA representatives), provided with non-food reward boxes, and social marketing materials (e.g., Project FIT health messages through mini-media, branded promotional materials, and wellness event ideas); the program also provided wellness training for after-school staff; improvements in school policies, programs, and environment though Health School Action Tools with a trained facilitator; and parent nutrition education. |
Year 1: N = 114 baseline, 105 posttest. Year 2: 104 baseline, 96 posttest. Attrition: 8% (year 1), 8% (year 2) Treatment: None |
| Townsend et al., 2008 [22] |
N = 162 youth groups of 3586 participants completed pre/post Attrition: not reported Treatment: Low-income 9–11 year-old children participating in EFNEP received 7 Eating Right Is Basic for 9–11 years olds 1-h group lessons in ~6 to 8 weeks to increase awareness of F/V in healthful diets and food safety; lessons taught by trained staff. Curriculum aimed to enhance knowledge, skills, and food choices using experiential activities (e.g., food tasting, food art, food puzzles and games, and preparation of F/V). |
N = 67 youth groups of 1526 completed pre/post Attrition: not reported Treatment: Experimental group treatment provided after the post-test. |
| Eicher-Miller, et al., 2009 [99] | N=137a
Attrition:7%a Treatment: Over 5 weeks, female participants in the Food Stamp Nutrition Education (FSNE) program received 1 30–60 min group session on MyPyramid before baseline measurement then 4 weekly 30–60 min interactive sessions delivered by trained FSNE personnel on food groups, food safety, food shopping/resource management, and wellness and included demonstrations, discussions, hands-on activities, and other active learning strategies. Food preparation modeling,.Lessons for the sessions were tailored to the participant age and household composition and were taught in private homes or community centers. |
N=82a
Attrition: 7%a Treatment: Food stamp nutrition education participants received 1 30–60 min session before baseline measurement and received the additional 4 sessions after the post-test (delayed treatment). |
| Wilcox et al., 2013 [68] | Baseline: N = 38 churches, n = 749; Posttest: 37 churches, n = 466 Attrition:38% Treatment: African-American church members received Faith, Activity, and Nutrition (FAN) activities focused on physical activity and healthy eating availability and accessibility; physical structures; social structures; cultural and media messages. Churches had flexibility in activities offered, but all included church bulletin inserts, messages from the pulpit, educational materials, project bulletin board, and physical activity and healthy eating policy/practices the pastor could set. Program implemented by committee of 5 church members who competed 8-h training and developed a formal action plan supporting physical activity and dietary change; 2 were trained on the Dietary Approaches to Stop Hypertension (DASH) diet plan. The committee received monthly mailing for 15 months about strategies for changing physical activity or healthy eating behaviors, program messages, handouts to give to church members, tools for cooks, and follow-up technical assistance calls. |
Baseline 36 churches, n = 508; posttest 33 churches, n = 307 Attrition:40% Treatment: Delayed treatment |
| Bogart et al., 2014 [73] |
N = 1515 baseline, 2997 posttesta
Attrition: 7%a Treatment: 7th grade students enrolled in a school with environmental changes (e.g., greater F/V variety at lunch, free chilled filtered water at lunch, cafeteria point-of-sale signage and posters). Trained peer leader club members offered 2 lunchtime social marketing sessions/week for 5 weeks discussing SNaX messages; film, poster handouts, bookmarks, parent-student activities. |
N = 1524 baseline, 2997 posttesta
Attrition:7%a Treatment: Delayed treatment |
| Dollahite et al., 2014 [62] |
N = 85 baseline; 74 posttest Attrition:13% Treatment: Low-income parents received 8 weekly nutrition education group sessions using the Eating Right is Basic-Enhanced curriculum, facilitated by 8 trained paraprofessionals aiming to increase knowledge, skills, food choices, and goal setting using hands on activities, discussion, and food preparation and tasting. Topics included portion sizes, MyPyramid food groups, food safety, food shopping, menu planning and feeding children. |
N = 83 baseline; 60 posttest Attrition:28% Treatment: Delayed treatment |
| Kattelmann et al., 2014 [66] |
N = 824 baseline; n = 618 posttest; n = 497 followup Attrition: 25% (baseline to posttest); 40% (baseline to follow-up) Treatment: Over a 10-week period, college students had access to 21 mini-web-based lessons to foster healthy weight-related lifestyle behaviors (eating behavior, physical activity, stress management, and non-diet approach to weight management; viewing lessons was not required) and received 3 weekly email nudges (short, entertaining, stage-tailored messages with videos personalized to participant stage of change for F/V consumption, physical activity, and stress management) and 1 nudge reminding them view new lessons, and set goals each week for 1 to 3 targeted behaviors. |
N = 815 baseline; n = 623 posttest, n = 476 follow-up Attrition: 24% (baseline to posttest); 42% (baseline to follow-up) Treatment: Delayed treatment |
| Madsen et al., 2015 [100] |
N = 583 baseline Attrition: 24%a Treatment: Children in 3rd-5th grade enrolled in low-income school districts were taught for 12-weeks by a registered dietitian using the EB4 K with Play, a multicomponent school-based nutrition and energy balance intervention that included food tastings, physical activity games, strategies to help students meet physical activity and nutrition goals; a registered dietitian worked with school staff and parents to implement wellness policies and improvements in school food service; a play coach offered structured active recess activities before and during school and led a physical activity sessions every other week and 4 afterschool 5-week long sports leagues throughout the year. Teachers were trained to implement Play works games and management strategies in students’ physical education sessions. |
N = 296 baseline Attrition: 24%a Treatment: Delayed treatment |
| Hopper et al., 2005 [47] |
N = 142 Attrition: Not reported Treatment: For 20-weeks (10 in fall and 10 in spring), trained teachers taught 3rd grade school students 3 30-min physical education group sessions per week that emphasized fitness, tips on walking and biking with parents, and included activities and games and 20 min of aerobic activity in each; 2 30-min nutrition group sessions per week emphasizing nutrition and heart health, reading labels, and tips on how to discuss healthy eating with parents, and included hands-on activities, games, group discussion, and role-playing; and each week a packet of exercise and nutrition activities was sent home for parents and children to use together and then returned the following week. Parents attended orientation session, received feedback on their own and their children’s health measures (e.g., height, weight, blood cholesterol, dietary intake), and asked to set activity goals, and taught to log family fitness activities; teachers taught children to log family fitness activities in cases where their parents did not attend the orientation. Parents and children received points for meeting weekly goals, stickers, and t-shirts. Teachers received 10-h training and ongoing assistance from researchers. |
N = 96 Attrition: not reported Treatment: Elementary school students received nothing beyond the traditional physical education and nutrition education program at school. Experimental curriculum and parent materials supplied after posttest. |
| Pobocik et al., 2009 [41] |
N = 45 Attrition: 8% a Treatment: 8th grade students enrolled in 2 Family and Consumer Sciences classes combined to receive 5 Do Dairy group sessions on 5 consecutive days with the main topics of: energy balance, health benefits of dairy, serving sizes, overcoming barriers to dairy intake, bone health, meal planning, goal setting; 20 min of each session was information presentation and 25 min was testing, activities, and demonstrations. Classes conducted by dietetic interns. |
N = 18 Attrition: 8% a Treatment: 7th grade students enrolled in 1 Family and Consumer Sciences class received regular instruction. |
| Dzewaltowski et al., 2010 [55] |
N = 148 baseline; 134 posttest Attrition:9% Treatment: 4th grade school children participated in an after school program delivered by staff who had been trained by Cooperative Extension personnel via 3 trainings/year for 2 years, monthly meetings, continuous web support. Trained staff provided children with 30-min/day of organized physical activity based on CATCH Kids Club Physical Activity, coordinated with school food service to provide F/V daily snack, and 60-min/week group sessions on physical activity, F/V, reduced TV/video game time, and removing TV from bedroom that were presented in 15 sessions in fall and 14 sessions in spring each year for 2 years. Incorporated activities related to modifying home environments. Researchers visited sites on random days to observe children’s physical activity and fitness instruction and log type of session offered. |
N = 125 baseline; 112 posttest Attrition:10% Treatment: 4th grade school children participated in after school program. Researchers visited sites on random days to observe children’s physical activity and fitness instruction and log type of session offered. |
| Bensley et al., 2011 [37] |
N = 243 Attrition: 52%a Treatment: WIC participants received 2 F/V nutrition education modules based on wichealth.org via internet; education based on participant stages of change, interests, and needs. Participants selected whether to receive education by internet or in traditional group session. Participants were given option to participate in follow-up motivational negotiation nutrition counseling with trained WIC staff. |
N = 536 Attrition: 52%a Treatment: WIC participants received traditional F/V nutrition education in the form of group classes at the WIC clinic or a self-guided nutrition education information “mall” (educational material displayed on a bulletin board). Participants were given option to participate in follow-up motivational negotiation nutrition counseling with trained WIC staff. |
| McCaughtry et al., 2011 [43] |
N = 1476 Attrition: 8%a Treatment: Middle school health education teacher received 8 h of inservice on constructivist-oriented nutrition education curriculum and implemented it in 6 active learning (e.g., reflection, role playing, discussion, presentations, advertising campaign, home eating analysis, parent interviews) 1-h group sessions over 6 weeks. Content focused on benefits of food groups, eating based on food groups, analyzing influences on eating, food labels, health claims on labels, body image, and fast food. Teachers kept detailed teaching logs and were observed at random to ensure curriculum was implemented with fidelity. |
N = 656 Attrition:8%a Treatment: Middle school children received health education with no nutrition content during the study period. Teachers kept detailed teaching logs and were observed at random to ensure no nutrition was taught during study period. |
| Wall et al., 2012 [40] |
N = 1187 baseline, 1047 post-test Attrition:12% Treatment: Over a 3- to 5-week period, children enrolled in SNAP-Ed participating elementary school received 4 vegetable education group sessions from instructors who were trained via a webinar. |
N = 1044 baseline; 890 post-test Attrition:15% Treatment: Children enrolled in SNAP-Ed participating elementary schools did not receive vegetable related instruction but other nutrition instruction (e.g., whole grains) or physical activity was not prohibited. |
| Herbert et al., 2013 [38] |
N = 59 Attrition: 0% Treatment: For 12 weeks, 3rd and 4th grade students received 1 weekly 60-min group session from the Energize curriculum facilitated by 2–3 Energize instructors (i.e., nongovernmental organization staff that specialize in exercise training or recreation therapy, AmeriCorps volunteers and college interns). Each session was 15 min of nutrition education (different topics for each week), 10-min warm-up, and 35 min of aerobic exercise activities and fitness games. Instructors met weekly with the Energy director weekly. Intervention content focused on food pyramid, grains, and F/V. |
N = 45 Attrition: 0% Treatment: 3rd and 4th grade students participated in normal classroom activities. |
| Devine et al., 2005 [45] |
N = 201 completed both pretest and post-test Attrition: 32% Treatment: Low-income women participating in community programs received 6 90-min weekly small group sessions facilitated by trained community nutrition paraprofessionals; 1 session focused on participants’ familiarity with and preferences for F/V; 1 session focused on F/V recommendations, intake, and portions; remaining 4 sessions were selected by participants from these topics: salads, soup, smart grocery shopping, quick meals, kids and vegetables, eating out, and fruit. Each session included a warm-up activity, food preparation and tasting experience, group-learning activity, take-home activity, and opportunity to give feedback on that session and plan for the next one. |
N = 68 completed both pretest and post-test Attrition: 34% Treatment: Low-income women participating in community programs received Eat 5 Fruits and Vegetables Every Day pamphlet. They were participants in a 6 week parenting or budgeting community education program. |
| Nitzke et al., 2006 [48] |
N = 2024 at baseline; 1255 at posttest a
Attrition: 38% Treatment: Economically disadvantaged college students were mailed colorful, stage of change-tailored newsletters on F/V and a related magazine monthly for 8 months; received mailed computer-generated reports tailored to participant F/V intake and Transtheoretical Model stage of change and other constructs after baseline and study mid-point assessment; and received educational phone calls from trained staff using a protocol 4 weeks after the initial and mid-point assessment |
N = 2024 at baseline; 1255 at posttest a
Attrition: 38% Treatment: College students received mailed, non-tailored, publically available pamphlet on F/V. |
| Mitchell et al., 2006 [52] |
N = 425 baseline, 280 post-test Attrition: 34% Treatment: Limited resource older adults in congregate nutrition sites received 5 Pills, Potions, and Powders group sessions over 9 weeks focused on the appropriate use and potential consequences of herbal and other dietary supplements, and importance of reviewing use with one’s health care professionals. Sessions 1 to 3: practical information related to herbal products and dietary supplements in general. Session 4: micronutrients of particular concern to older adults (i.e., vitamin D, vitamin B-12, calcium). Session 5: participants developed personal action plan to carry out intervention-related strategies. Instructional activities were designed to influence self-efficacy and outcome expectations. Classes conducted by trained Family & Consumer Science County Agents. Instructors reported deviations from curriculum protocol. |
N = 581 baseline; 423 post-test Attrition: 27% Treatment: Limited resource older adults in congregate nutrition sites received 5 Weighty Matters group sessions focused on weight management and exercise. Sessions 1 to 4: weight management and exercise. Session 5: participants developed a personal action plan to carry out intervention-related strategies. Classes were conducted by trained Family & Consumer Science County Agents. Instructors reported deviations from curriculum protocol. |
| McCarthy et al., 2007 [51] |
N = 188 at baseline 101 retained for analysis Attrition: not reported Treatment: Healthy African-American women received 8 weekly 90 min Fight Cancer with Fitness group sessions focused on skills training in a balanced regular exercise regimen (muscle strengthening, flexibility enhancement, and aerobic conditioning); low-fat, complex carbohydrate-rich (high-fiber) diet; and cancer-preventive benefits of increased quantity and variety of F/V intake. Dietary assessment and feedback from a dietitian 3 times during the intervention was provided. Participants were encouraged to invite one close female relative or friend to provide social support post-intervention. |
N = 178 at baseline; 87 retained for analysis Attrition: not reported Treatment: Healthy African-American women received 8 weekly 90-min group sessions focused on current African-American women’s topics; group sessions addressed cancer-related topics (i.e., barriers to and facilitators of tobacco control, screening behaviors for breast, cervical, uterine, colorectal, prostate, and skin cancer;) and non-cancer topics (i.e., menopause, depression). Guest role models attended and videos were used. There was no exercise or external social support component. Control group instructors were not involved in the experimental group treatment. |
| Cook et al., 2007 [49] |
N = 236 baseline received intervention; 209 post-test Attrition:11% Treatment: For 3 months, employees at a human resources provider had access to Health Connection, a comprehensive multimedia, highly interactive web-based health promotion program that offered information and guidance on stress management, nutrition/weight management, and fitness/physical activity and provided opportunities for observational learning, building self-efficacy and self-tailoring of content and sequence. Screen shots and outline of web program content provided. |
N = 230 baseline received intervention; 210 post-test Attrition:9% Treatment: Employees at a human resources provider received a packet of 5 printed commercially available booklets covering the same topics as the web-based program (not necessarily the same content) that included tracking forms and logs. Booklet outlines provided. |
| Greene et al., 2008 [56] |
N = 1277a; 410 with complete data Attrition: 35% a calculated from paper Treatment: Older adults received a manual on F/V intake organized by stages and processes of change, and included recipes and tips for increasing F/V intake; 3 4-month cycles of receiving a monthly stage of change-based F/V newsletter promoting self-efficacy and decisional balance for 3 months and a tailored report providing personalized feedback for 1 month. They also received 15-min coaching calls by trained counselors for follow-up 4–6 weeks after each personalized feedback report was sent. Personalized feedback reports were based on interviews at baseline and months 4 and 8. |
N = 1277a; 424 with complete data Attrition: 35%a calculated from paper Treatment: Older adults received a manual on exercise or fall-prevention, neither included information on nutrition. |
| Wolf et al., 2009 [57] |
N = 246 baseline; 216 post-test Attrition:12% Treatment: Urban and mostly immigrant black men mailed “Men Eat 9 A Day” brochure, received a maximum of 2 tailored telephone education (TTE) calls within 1 month period (within 2 weeks of randomization); initial call averaged 20 min. TTE aimed to increase F/V intake and raise awareness about importance of eating a variety of F/V, recommended intakes, appropriate portion sizes, and potential health benefits, overcome barriers, provide support, set goals. A brief (average 5 min) follow-up call was made if necessary. Treatment fidelity checks were conducted on recordings of calls. |
N = 244 baseline; 215 post-test Attrition:12% Treatment: Urban and mostly immigrant black men were mailed brochure on prostate cancer and received a maximum of 2 TTE calls within 1 month period (within 2 weeks of randomization. The initial call provided on prostate cancer education (average 20 min long). A brief follow-up call was made if necessary (average 5 min). |
| Clifford et al., 2009 [50] |
N = 50 baseline & post-test; 30 completed 4 month follow-up Attrition: 0% post-test; 11% at follow-up Treatment: College students viewed Good Grubbin’, 4 15-min web-based videos on cooking, nutrition, and F/V viewed over a 4-week period. Subtopics for each episode were: weight loss, cooking vegetarian, grilling for a group, and storing F/V. Videos featured a student struggling with a meal-planning or nutrition issue, discussion of the issue with friends, working with a dietitian to identify strategies for coping with the issue, and concluded with an interview about how the video helped the participant to successfully address the issue. Videos were set primarily in a kitchen and supermarket. Students completed a short form after viewing each episode to track compliance with treatment. |
N = 51 at baseline & posttest; 30 completed 4 month follow-up Attrition: 0% at post-test; 11% at follow-up Treatment: College students viewed 4 5-min web-based videos on sleep disorders over 4 weeks. Students completed a short form after viewing each episode to track compliance with treatment. |
| Hekler et al., 2010 [44] |
N = 28 calculated from paper Attrition: 10% Treatment: Undergraduate students enrolled in a food-related social issues course taught by study authors read selected portions of popular books (e.g., Michael Pollan’s Omnivore’s Dilemma); watched documentaries (e.g., Morgan Spurlock’s Supersize Me); discussed major themes of food-related social issues in class; wrote a newspaper opinion article; and created a video in small groups advocating behavior change related to a course theme. Students were encouraged to find food-related social issue organizations, attend events, and share experiences. |
N = 72 calculated from paper Attrition: 14% Treatment: Undergraduate students enrolled in 1 of 3 upper-level health- or obesity-related courses (Health Psychology, Community Assessment/Health, Obesity:Clinical/Societal Implications) taught by experienced health promotion researchers. |
| Glanz et al., 2012 [60] |
N = 128 (completed all assessments) Attrition:11%a Treatment: Adult primary household food shopper/preparers with children who were interested in improving their diets received an 8-week nutrient-rich foods (NRF) education program consisting of 1-h face-to-face educational session led by a registered dietitian consisting of a 15-min video, hands-on exercise, and review of program tools; access to a website to look up NRF food scores; toll-free telephone number to reach a dietitian; weekly motivational and reminder email messages; and biweekly mailings. |
N = 61 (completed all assessments) Attrition:11%a Treatment: Adult primary household food shopper/preparers with children who were interested in improving their diets received an 8-week program comprised of a 1-h education session led by a registered dietitian that emphasized general nutrition guidance, consisting of a 15-min video about the Dietary Guidelines for Americans and MyPyramid; an information sheet and group exercise on the Nutrition Facts Panel; and 2 mailings of government produced nutrition brochures. |
| McClelland et al., 2013 [42] | N=463a; at least 172 at follow-up Attrition: 30%a Limited-resource, older adults received 5 weekly group sessions from “Eat Smart, Stay Well”; topics included healthy diet, effects of dietary fats, benefits of F/V, and strategies for making healthy choices. All sessions were taught by County Extension Agents and included progress check-ups, discussions, food preparation demonstrations, interactive hands-on skill-building activities, taste tests, challenges, and peer-group exchange. At the end of 5 weeks, participants received the control group treatment for the 5 weeks (crossover design). |
N=463a; at least 152 at follow-up Attrition: 30%a Treatment: Elderly adults received 5 weekly group sessions from the “Eating Well on a Budget” curriculum which focused on food dollar management to increase nutritious foods purchased within a limited budget. All sessions were taught by County Extension Agents and included weekly progress check-ups, discussions, food preparation demonstrations, interactive hands-on skill-building activities, taste tests, challenges, and peer-group exchange. At the end of 5 weeks, participants received the experimental group treatment. |
| Healy et al., 2015 [39] |
N = 22 Attrition: Not reported Treatment: High school students received 50-min daily in 7 sessions held over 1.5 weeks on the 10 principles of intuitive eating and guidelines to follow each principle as part of a health and physical education class. Instruction format included lecture, discussion, question/answer, and group activities. |
N = 26 Attrition: Not reported Treatment: High school students received 50-min daily in 7 sessions held over 1.5 weeks on “Destination Wellness” that teaches how to distinguish between science and hype when searching for nutrition information, define a realistic and healthy body image, understand historical trends in body images in the media, and healthy eating as part of a health and physical education class. Lesson format included lecture, discussion, question/answer, and group activities. |
| Elder et al., 2009 [64] | Experimental Group 1 N = 120 Attrition: Not reported Treatment: Each week for 12 weeks, Spanish-speaking Mexican/Mexican-American women received a tailored newsletter and homework assignments by mail. Newsletter content was tailored based on focus group data, participant observations, baseline data, and stage of change and included tips on reducing fiber and fat and increasing F/V, overcoming barriers to F/V and lowfat food consumption, outcome expectations for a healthy diet, and family support and interaction for a healthy diet. The first and last newsletter provided feedback on health behaviors and promoted goal setting. Participants received weekly home visits or phone visits from extensively project-trained bicultural/bilingual promotoras (lay health advisors/counselors) to review the newsletter and complete homework assignment together if the participant requested assistance. Experimental Group 2 N = 118 Attrition: Not reported Treatment: Participants were mailed the same newsletters and similar homework assignment as Experimental Group 1 but did not receive promotora visits. |
N = 119 Attrition: Not reported Treatment: Each week for 12 weeks, Spanish-speaking Mexican/Mexican-American women were mailed newsletters produced by other organization that were on similar topics, but not tailored. |
| Resnicow et al., 2009 [53] |
N = 372 baseline; 304 at 3 month follow-up Attrition: 18% Treatment: African-American adults were mailed 3 tailored 8- to 12-page newsletters focusing on increasing F/V intake 1/month for 3 months. Newsletters included 2 recipe cards with small bags of spices and either a notepad or magnet with F/V serving sizes. Newsletters were personalized with participant’s name and tailored to F/V intake, demographics, and 1 of 16 ethnic identities using messages and graphic images. |
N = 188 at baseline; 164 at 3 month follow-up Attrition: 13% Treatment: African-America adults received same treatment as experimental group except newsletters tailoring did not include ethnic identity, but were designed for a general black American audience and used ethnically neutral images. |
| Gans et al., 2009 [58] | Experimental Group 1 N = 454 Attrition: 42%a Treatment: Low-income adults were mailed 1 packet of nutrition education materials from Your Healthy Life/Su Vida Saludable tailored to low income, ethnically diverse adults. Topics included increasing F/V and reducing fat. Materials mailed with 3-ring binder, magnet shopping list, 10 min motivational/instructional video. Experimental Group 2 N = 474 Attrition: 42%a Treatment: Over 12 weeks, low-income adults were mailed nutrition education materials similar to the materials sent to Experimental Group 1 excepted they were divided up and send in 4 separate mailings. Experimental Group 3 N = 462 Attrition: 42%a Treatment: Over 12 weeks, low-income adults were mailed nutrition education materials similar to the materials sent to Experimental Group 2; the first packet was similar to Experimental Group 2, remaining packets were re-tailored based on feedback collected via brief telephone surveys 2 weeks before mailing packets 2 to 4. |
N = 451 Attrition: 42%a Treatment: Low-income adults were mailed 1 packet of non-tailored nutrition brochures from national health promotion agencies that contained ~60 pages of nutrition information related to lowering fat and increasing F/V intake. |
| Alexander et al., 2010 [63] | Experimental Group 1 N = 839 baseline; 613 at follow-up (based on Table 2) Attrition:27% Treatment: Adult health plan members received 4 F/V online sessions 1, 3, 13, and 15 weeks after enrollment. Automated emails notified participants that new web session was available. Each session had 4–5 pages of core content, illustrations, optional links, and supplemental information (e.g., illustrations, videos, audio files,) tailored to participant stage of change for F/V intake, motivation to change, barriers, and cues to action; optional tailored menus offered; 60-s recipe preparation videos were available. Experimental Group 2 N = 838 baseline; 588 at follow-up Attrition:30% Treatment: Received same treatment as Experimental Group 1 plus up to 4 e-mailed motivational interviewing counseling sessions which were initiated within 1 week following each new web session visit and were conducted by trained assistants. |
N = 836 baseline, 619 at follow-up Attrition:26% Treatment: Same treatment as Experimental Group 1 except were given general F/V information without tailoring. |
| Hughes et al., 2011 [59] | Experimental Group 1 N = 150 baseline; 128 6-month follow-up, 137 12-month follow-up Attrition:15% at 6 months; 9% at 12 months Older workers completed an in-person baseline interview with a health professional. After group assignment, participants met with a trained staff member who conducted in-person health-risk assessments, discussion about health behavior changes participant wanted to adopt, and negotiated an action plan for meeting change goals. In the following week, participants were contacted by phone to assess success; those having difficulty had a second meeting, thereafter participants were contacted by email or phone biweekly for 6 months and monthly for the next 6 months. Contacts focused on plan reevaluation and setting other goals. In-person assessments were conducted after 6 and 12 months, and more frequently if needed. Experimental Group 2 N = 135 baseline; 110 6-month follow-up, 114 12-month follow-up Attrition:19% at 6 months; 16% at 12 months After completing baseline interview, older workers received an email message to visit the project website which contained a survey that gathered information used to generate an individual risk profile, identify areas participants could work on to improve health, help participants create plans to meet behavior goals, and track participant visits. Website documented participant visits. |
N = 138 baseline; 122 6-month follow-up, 116 12-month follow-up Attrition:12% at 6 months; 16% at 12 months Treatment: At the baseline interview, older workers were given printed health-promotion materials listing local health-promotion programs and services. |
| Ratcliffe et al., 2011 [61] |
N = 170 pretest; 137 post-test Attrition: 19% Treatment: Middle school science class students received regular health and science instruction plus 1-h/week garden-based group sessions for 13 weeks; for each session, 20 min were in the classroom or garden focusing on curricular and gardening activities, 40 min were hands-on gardening experiences, including planting, tending, harvesting, preparing and eating. Community events included a “salad day” for students to serve peers lettuce they had grown and a Saturday “garden party” for friends and family. |
N = 150 pretest; 99 post-test Attrition: 34% Treatment: Middle school students covered same health and science learning objectives, but no gardening-related activities. |
| Gans et al., 2015 [54] | Experimental Group 1 N = 897 Attrition:16%a (no difference between groups) Treatment: Worksite employees mailed 3 sets of tailored written materials (mailed 1 week after baseline measures, 4 weeks after first mailing, and 4 weeks after second mailing) focusing on increasing F/V and decreasing fat intake; tailoring based on baseline data (F/V and fat intake, participant interest) and 2 other brief “re-tailoring” assessments (1 after second and third mailing). Participants received 28 tailored topics split over the 3 mailings out of 56 possible topics. Experimental Group 2 N = 811 Attrition:16%a (no difference between groups) Treatment: Worksite employees received same materials as Experimental Group 1 as well as 3 1-h tailored nutrition-related videotapes with 24 segments of 46 possible. |
N = 817 Attrition:16%a (no difference between groups) Treatment: Worksite employees mailed 3 sets of traditional (non-tailored), nationally available nutrition education and wellness brochures with content similar to that of the Experimental Groups. They could get tailored materials at end of study. |
| Franko et al., 2008 [65] | Experimental Group 1 N = 165 baseline; 155 post-test; 145 3-month follow-up; 139 6-month follow-up Attrition:16% (baseline to 6-month follow-up) Treatment: College students in Experimental Group 1 received 2 45-min interactive web sessions over 3 weeks of MyStudentBody.com -Nutrition, 3 information links, 4 main topic pages (“Nutrition 101, Eating on the Run;” “Weighing In” and “Fitness”), self-assessments, and resources. Participants given instructions indicating all areas of website to visit and completed checklist verifying they visited the areas. Experimental Group 2 N = 164 baseline; 153 post-test; 139 3-month follow-up; 148 6-month follow-up Attrition:10% (baseline to 6-month follow-up) Treatment: Experimental Group 2 received the same treatment as Experimental Group 1 plus 45-min booster session delivered 3 weeks after the post-test via website when participants were able to choose areas of the website to review. |
N = 147 baseline; 136 post-test; 136 3-month follow-up; 135 6-month follow-up Attrition:8% (baseline to 6-month follow-up) Treatment: College students were instructed to use an interactive anatomy education website for 2 45-min web sessions. |
| Ievers-Landis et al., 2005 [46] | Experimental Group 1 N = 73 Attrition: 37%a Treatment: Girl Scouts 8 to 11 years-old received 6 30-min group sessions over 6–20 weeks on osteoporosis prevention: osteoporosis overview & healthy eating, osteoporosis prevention & healthy food choices, weight-bearing physical activity & supports for physical activity, barriers and problem-solving techniques, prepared instructional materials to use in peer instruction, prepared high-calcium snacks. Sessions were taught by trained assistants. Experimental Group 2 N = 94 Attrition: 37%a Treatment: Girl Scouts 8 to 11 years-old received the same treatment Experimental Group 1 over 9–22 weeks. Their mothers (or primary caregivers) received 2 group sessions: session 1 coincided with the girls’ session 2 and addressed osteoporosis prevention and how to be effective role models and coaches; mothers’ session 2 coincided with girls’ session 4 and reviewed progress on being role models and coaches; mothers and daughters met together and were given problem-solving training and instruction in a reward system as part of the mother’s second session. Mothers’ sessions were taught by a licensed clinical psychologist. |
N = 80 Attrition: 37%a Treatment: Girl Scouts 8 to 11 years-old received a healthy-lifestyles educational curriculum consisting of 6 30-min sessions delivered over 6–33 weeks focusing on the food guide pyramid, heart-healthy behaviors, avoiding negative health habits, healthy eating and lifestyles activities and games, preparation of a healthy snack. |
aNot reported separately for experimental and control group