TABLE 1.

Description of teacher-focused responsive feeding practice teacher training received by all 9 programs including activities and materials provided

Section	Section content description	Activities	Material provided
Introduction/background/philosophy (15 min)	• Introduction of speaker• Philosophy on provider feeding behaviors• Introduction activity “What will you say to John”	• Small-group activity (4 min)—response to child's mealtime behavior (refusing to try, eating all food on plate, etc.)• Large-group activity (4 min)—discuss providers’ reactions to child's mealtime behavior	• Activity worksheet
Presentation of research findings (6 min)	• Explain that science has found controlling feeding practices (pressure, restriction, rewards, and preselected portions) to be counterproductive in improving a child's mealtime behavior
Role modeling (23 min)	• Explain role modeling and use of responsive language• Provide examples of responsive language• Tips for role modeling	• Video (4 min)—role modeling• Video (2 min)—disliking foods• Small-group activity (4 min)—discuss what providers understood, changes they could make, and questions they had• Large-group activity (8 min)—discuss providers’ specific questions and concerns about children's mealtime behaviors	• Handout—Strategies to Model Healthy Eating at Mealtime• Handout—Be a Healthy Role Model for Children
Peer modeling (10 min)	• Explain how to encourage peer modeling• Provide examples of responsive language to utilize peer models	• Video (5 min)—strategies for managing food refusal	• Handout—Peer Modeling Planning Steps for Mealtime• Handout—Healthful Tips for Picky Eaters
Sensory exploration (2 min)	• Introduce what sensory exploration is		• Handout—Food-based Sensory Exploration
Support self-regulation (12 min)	• Explanation of self-regulation• Dispel misunderstandings about children's ability to self-regulate	• Video (3 min)—supporting children's self-regulation• Large-group activity (1 min)—discuss what providers understood, changes they could make, and questions they had	• Handout—Strategies for Supporting Children's Self-Regulation in Eating
Children serve themselves (6 min)	• Identify different skills needed for children to serve themselves• Identify strategies to develop those skills		• Handout—Teaching Children Self-Serving Skills during Play
Praise and rewards (7 min)	• Discuss appropriate use of rewards and praise• Provide examples of responsive language		• Handout—Using Praise Effectively
Closing thoughts (8 min)	• Repeat introduction activity “What will you say to John”• Discuss changes in providers’ responses• Closing thoughts	• Small-group activity (2 min)—response to child's mealtime behavior (refusing to try, eating all food on plate, etc.)• Large-group activity (3 min)—discuss providers’ reactions to child's mealtime behavior	• Activity worksheet