Husky Reads Effectiveness in Increasing Produce Preference and Food Group Identification in Preschool Children

UConn Health

Status: Completed

Conditions: Childhood Obesity

Treatments: Behavioral: Husky Reads Intervention

Study type: Interventional

Funder types: Other

Identifiers

NCT03338257

601305 (Other Grant/Funding Number)

17-069-3

Details and patient eligibility

About

Since 1998, UCONN undergraduate students have volunteered as part of a service- learning course to deliver a program called Husky Reads. Inspired by the nationally accepted American Academy of Pediatrics' program "Reach Out and Read," Husky Reads was first designed for promotion of health, nutrition habits and literacy by reading health-oriented books to young children in pediatric and health clinics. The Husky Reads curriculum now includes a series of 10 lessons designed to introduce preschool-age children to MyPlate while improving fruit and vegetable literacy. Undergraduate students enrolled in the Husky Reads service- learning course at UConn or college students participating in the paid summer internship program deliver the preschool lessons. Each team of 2-3 undergraduate students is assigned 2-3 early care classrooms to visit and deliver Husky Reads lessons to on a weekly basis. This series targets children at an early age because early childhood is a pivotal time to influence the path towards healthy behaviors and away from obesity. The effectiveness of the Husky Reads curriculum on a preschool age child's correct identification and liking of fruits and vegetables has not been established. The proposed evaluation uses a pre-test/post- test control group design with paired data at the child level to explore whether children who participate in Husky Reads have increased odds of correctly identifying the United States Department of Agriculture (USDA) "MyPlate" program (MyPlate) and food group concepts and trying or liking select fruits and vegetables.

Full description

Since 1998, University of Connecticut (UCONN) undergraduate students have volunteered as part of a service- learning course to deliver a program called Husky Reads. Inspired by the nationally accepted American Academy of Pediatrics' program "Reach Out and Read," Husky Reads was first designed for promotion of health, nutrition habits and literacy by reading health-oriented books to young children in pediatric and health clinics. The Husky Reads curriculum now includes a series of 10 lessons designed to introduce preschool-age children to MyPlate while improving fruit and vegetable literacy. Each lesson includes reading at least one children's book, an activity or game, and food tasting to complement learning objectives related to MyPlate and fruit/vegetable literacy. Undergraduate students enrolled in the Husky Reads service- learning course at UConn or college students participating in the paid summer internship program deliver the preschool lessons. Each team of 2-3 undergraduate students is assigned 2-3 early care classrooms to visit and deliver Husky Reads lessons to on a weekly basis. This series targets children at an early age because early childhood is a pivotal time to influence the path towards healthy behaviors and away from obesity. Providing food tastings and increasing exposure to foods like fruits and vegetables is especially relevant because food preferences are developed in early childhood. Early childhood is also an important time for introducing healthy behaviors because once obesity is established in childhood; it often tracks through to adulthood and is difficult to reverse through interventions.

The effectiveness of the Husky Reads curriculum on a preschool age child's MyPlate knowledge and correct identification and liking of fruits and vegetables has not been established. A more comprehensive evaluation is needed to establish if the program is effective and contributes to quality improvement efforts. Findings from a prior evaluation suggest the ability of preschoolers to identify blueberries, strawberries, carrots and broccoli increased significantly after participation in one Husky Reads lesson. Although the findings were promising, the evaluation design lacked a control group and relied on a classroom wide assessment with hands raised as a response rather than measuring whether the ability to identify the produce items changed for a given child after participation in Husky Reads. Therefore, a more thorough evaluation of whether Husky Reads helps children learn to identify select fruits and vegetables is still needed. Questions also remain whether Husky Reads increases the odds of a child tasting and/or liking select fruits and vegetables as well as recognition of MyPlate and foods in different food groups. The proposed evaluation uses a pre-test/post- test control group design with paired data at the child level to explore whether children who participate in Husky Reads have increased odds of identifying MyPlate and food group concepts , and correctly identifying,trying or liking select fruits and vegetables.

Enrollment: 400 patients

Sex: All

Ages: 35 to 71 months old

Volunteers: No Healthy Volunteers

Inclusion criteria

• child attending center or school based early care with high family enrollment in Supplemental Nutrition Assistance (SNAP)

Exclusion criteria

• child whose parent has signed the "opt out" portion of the notification form.

Trial design

Primary purpose: Prevention

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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400 participants in 2 patient groups

Husky Reads Intervention

Experimental group

Description:

The Husky Reads curriculum includes a series of 10 lessons designed to introduce preschool-age children to MyPlate while improving fruit and vegetable literacy. Each lesson includes reading at least one children's book, an activity or game, and sometimes food tasting to complement the learning objectives. Undergraduate students enrolled in the Husky Reads service-learning course at UCONN or college students participating in a paid summer internship deliver the program. Each team of 2-3 students is assigned 2-3 early care classrooms to visit and deliver Husky Reads on a weekly basis.

Treatment:

Behavioral: Husky Reads Intervention

Wait list Control

No Intervention group

Description:

Programs on the wait list for Husky Reads, participate in the pre and post intervention testing but do not receive the program.