Table 7.
Intervention | Implementation Outcomes | Implementation Metric Ratings | Illustrative Quotes | ||
---|---|---|---|---|---|
School 1 | School 2 | School 3 | |||
Cafeteria Decorations | Acceptability * | 5 | 5 | “There was nothing to look at but the white walls, and I had asked [Extension Staff name] if she could help me figure out a way to redo it down there [in the cafeteria], so that kids maybe would be more interested in the foods that we serve…I thought [cafeteria decorations] would be a way to change some things up in the cafeteria so that the kids would be more interested and involved in the foods that they eat, instead of just grabbing a tray saying they don’t like it” (School 1) “… I liked them [the cafeteria decorations]. I think they make the cafeteria look bright and colorful” (School 3) |
|
Feasibility ‡ | 5 | 5 | ” …I felt like it was something that we could do, and I didn’t feel like it was going to be a big problem to stress out our staff or our routine” (School 1) “You can just hang up posters. When we put this stuff out it was very easy. There wasn’t any work to it at all, hardly” (School 3) |
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Creative Names | Acceptability | 5 | 5 | 2.25 | “I figured, why not try it and see if it makes a difference with the kids and the menu?... Because it’s just fun for the kids, and that’s what I’m really here for, is them” (School 1) “I felt [the creative names intervention] was fairly easy to do and like I said, the kids enjoyed it… and I think they tried things normally that they may not have tried just because of the different names” (School 2) “I don’t think I’d ever do it [again]. I’m sorry. Because I don’t like the stands, and I don’t think the creative names help… I just don’t think [creative names] work, and I think [creative names are] confusing to the kids” (School 3) |
Feasibility | 4.5 | 5 | 2.25 | “I had to have help from [Extension Staff]. It’s kind of hard to come up with some of the names that you’re able to put on a menu, and you have to make sure everything is kid-friendly. So that was a little bit more research, but it still wasn’t that big of a deal” (School 1) “[It was] fairly easy to make up the names and find pictures to put with the name itself, and then just make the cards. Was very easy and inexpensive” (School 2) |
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Social Norming Taste Test | Acceptability | 5 | 5 | 4.75 | “… if [Taste tests] can give kids a chance to try something that they haven’t before, or would not [have tried] before, [then I] was going to give [the kids] a chance to do that” (School 1) “I would do it again, like I said. Just maybe with the different types of [foods] …I just think the kids really enjoyed it too. It was pretty easy to do” (School 2) |
Feasibility | 5 | 5 | 5 | “I think when [Extension staff] explained [the taste test intervention] to me, it seemed like it would work with the kids and… I think it was set up fairly well. [Extension staff] had everything [for the taste test] ready to go.” (School 2) | |
Flavor Station | Acceptability | 5 | 4.75 | “… especially with the older group [of students], [the flavor station] makes them feel like they’re being able to do something that contributes to their meal, and that way they probably would prefer to eat it” (School 1) “I was a little apprehensive because of the age group, but I wasn’t sure how that flavor station would do. Like on the shakers and all, if they would be able to know what they were shaking out, the spices, and if they would do… I think the kids like it, and it works real well. We still have it, we’re going to keep it” (School 3) |
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Feasibility | 4.5 | 5 | “We came up with a plan to [allow students to use the flavor station] table by table, and if they wanted to they could go up there and get it, and it wasn’t a bunch of people rushing up there. We just had to come up with a game plan as to how we were going to let them go up [to the flavor station]… there was no reason to not try something new just because it might [require] more equipment, or might be more of a mess because... There wasn’t a reason why it couldn’t be done” (School 1) |
Note. * Satisfaction with elements of the intervention components. ‡ Extent to which the intervention components can be carried out in the specific setting. Implementation metric ratings ranged from 1 (low) to 5 (high).