Culturally Appropriate Nutrition Lessons Increased Fruit and Vegetable Consumption in American Indian Children

Document Type

Article

Publication Date

7-2007

Abstract

This pilot study assessed the effectiveness of a 6-lesson, culturally adapted nutrition curriculum on fruit and vegetable consumption. Thirty-three students from 6 classes in 3 rural elementary schools were assigned to an intervention group (n = 12) and a control group (n = 21) in accordance with time requirements to travel from one school to another and with the physical education class schedule. The intervention and control groups were assessed at baseline and post-education for fruit and vegetable intake by using the Block Food Frequency Questionnaire and a 12-item Nutrition Knowledge Questionnaire. The change in intake from baseline to completion between groups is significantly different for total fruit and vegetable (2.7 ± 1.0 serving per day, P ≤ .0001) and total vegetable (2.2 ± 0.3 serving per day, P ≤ .0001) but not for total fruit. At completion, there were a significantly greater number of students who scored 75% or more on the knowledge questionnaire (100% in intervention, 14% in control, P ≤ .0001). This study indicates that culturally appropriate educational intervention is a potential tool to increase fruit and vegetable intake and nutrition knowledge in American Indian children.

Publication Title

Topics in Clinical Nutrition

Volume

22

Issue

3

First Page

239

Last Page

245

DOI of Published Version

10.1097/01.TIN.0000285378.01218.67

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