@article{resor_dixon_wu_hegde_lee_goodell_mendez_mcmillan_stage_2024, title={Associations between Preschool Teachers' Food-Based Learning Frequency, Level of Personal Priority and Identified Resources and Challenges: A Needs Assessment}, volume={16}, ISSN={["2072-6643"]}, url={https://www.mdpi.com/2072-6643/16/13/2140}, DOI={10.3390/nu16132140}, abstractNote={Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers' (}, number={13}, journal={NUTRIENTS}, author={Resor, Jessica and Dixon, Jocelyn B. and Wu, Qiang and Hegde, Archana V. and Lee, Tammy D. and Goodell, L. Suzanne and Mendez, Lucia I. and McMillan, Valerie Jarvis and Stage, Virginia C.}, year={2024}, month={Jul} }
 @article{haskett_cooke_goodell_2023, title={College Student Food and Housing Insecurity: Students' Perceived Determinants, Consequences, and Resilience}, volume={11}, ISSN={["1932-0256"]}, DOI={10.1080/19320248.2023.2277832}, abstractNote={This qualitative study was designed to explore contributing factors to and consequences of college students’ food and housing insecurity as well as protective factors for retention. We conducted an inductive thematic analysis of interviews with 13 demographically diverse students at a public university who had experienced recent food insecurity and/or homelessness. Results revealed themes of the dynamic experiences of food and housing insecurity, the interplay of these with transportation, and risk and protective factors contributing to their resilience as indicated by persistence in college. We provide policy and practice recommendations based on the findings and directions for future research.}, journal={JOURNAL OF HUNGER & ENVIRONMENTAL NUTRITION}, author={Haskett, Mary E. and Cooke, Natalie K. and Goodell, L. Suzanne}, year={2023}, month={Nov} }
 @article{dixon_v. hegde_goodell_arnold_swindle_dev_mendez_mcmillan_lee_stage_2023, title={Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities}, volume={55}, ISSN={["1878-2620"]}, url={https://doi.org/10.1016/j.jneb.2023.01.002}, DOI={10.1016/j.jneb.2023.01.002}, abstractNote={Objective To explore Head Start teachers' use and integration of food-based learning (FBL) with science learning in the Head Start classroom. Design Phenomenological approach using in-depth semistructured telephone interviews. Setting North Carolina Head Start preschools. Participants Thirty-five Head Start lead and assistant teachers. Phenomenon of Interest All interviews were transcribed verbatim. Authors coded interview data for emergent themes. Analysis Eleven primary themes were identified during analysis and inductively organized using the Systems Thinking Iceberg Model. Results Teachers described most frequently using FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, they struggled to connect food to science concepts. Teachers reported several motivators (eg, improving health) and barriers (eg, food waste) to integrating FBL. Teachers prioritized preparing children for kindergarten, but most teachers did not see how FBL could help them achieve this goal. Conclusions and Implications Head Start teacher professional development programs could impact all 4 levels of the Systems Thinking Model to improve teachers' perceptions, underlying structures, and mental models regarding integrative FBL. Additional research is warranted to investigate the adoption, implementation, and potential impact of FBL on academic outcomes.}, number={4}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Dixon, Jocelyn and V. Hegde, Archana and Goodell, Lora Suzanne and Arnold, Nicole L. and Swindle, Taren and Dev, Dipti A. and Mendez, Lucia I. and McMillan, Valerie J. and Lee, Tammy D. and Stage, Virginia C.}, year={2023}, month={Apr}, pages={266–284} }
 @article{stage_resor_dixon_hegde_mendez_lee_breinholt_goodell_mcmillan_gilliam_2023, title={More PEAS Please! Teaching Teachers How to Integrate Food-based Learning Into Preschool Science}, volume={55}, ISSN={["1878-2620"]}, url={https://doi.org/10.1016/j.jneb.2023.02.005}, DOI={10.1016/j.jneb.2023.02.005}, abstractNote={Dietary quality is a driver of overweight/obesity,1,2 malnutrition, other diet-related noncommunicable diseases,3,4 and poor school readiness outcomes5 among preschool children (aged 3–5 years) from low-resource backgrounds.6,7 One-third of children entering Head Start, the federally funded preschool program that serves preschool children and families from low-income backgrounds,8 are classified as overweight or obese (body mass index ≥ 85th percentile), putting them at risk for the development of chronic diseases, lower self-esteem, and psychological and social distress.}, number={6}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Stage, Virginia C. and Resor, Jessica and Dixon, Jocelyn and Hegde, Archana V and Mendez, Lucia I. and Lee, Tammy and Breinholt, Raven and Goodell, L. Suzanne and McMillan, Valerie J. and Gilliam, Evon Murphy}, year={2023}, month={Jun}, pages={457–463} }
 @article{singletary_bruce_goodell_fogleman_2022, title={A qualitative study exploring teachers' beliefs regarding breastfeeding education in family and consumer sciences classrooms}, volume={17}, ISSN={["1746-4358"]}, DOI={10.1186/s13006-022-00510-8}, abstractNote={AbstractBackgroundResearch shows that elementary and secondary school children have considered infant feeding choices for when they become parents and are interested in learning about breastfeeding in school. Despite recommendations to include infant feeding education in secondary school classrooms, teachers’ practices and attitudes regarding this topic have been the subject of minimal research. The purpose of this study was to explore North Carolina, USA, family and consumer sciences teachers’ infant feeding education practices and their views on incorporating breastfeeding education in the curricula of family and consumer sciences classes that cover topics related to parenting and nutrition.MethodsThe study used a purposive sample of 19 teachers who participated in semi-structured qualitative telephone interviews exploring their attitudes and practices relating to infant feeding education. We transcribed and analyzed the interviews using the constant comparative method through the lens of the Theory of Planned Behavior by examining the participants’ attitudes, subjective norms, and perceived behavioral controls.ResultsTeachers had predominantly positive attitudes towards the inclusion of breastfeeding education in high school parenting, child development, and nutrition courses, citing the need to normalize breastfeeding and support students’ ability to make informed choices when they become parents. Teachers’ subjective norms included concerns about parents’ and administrators’ views on the appropriateness of the content and apprehension about negative student responses. Perceived behavioral controls included student maturity, teachers’ own experiences and comfort with infant feeding, and the view that curriculum guidelines limit content selection.ConclusionsThe results of this study can be used in the development and implementation of secondary school education programs that increase knowledge about infant feeding and positive attitudes towards breastfeeding for all members of the community. Teachers’ concerns need to be addressed in the implementation of these programs.}, number={1}, journal={INTERNATIONAL BREASTFEEDING JOURNAL}, author={Singletary, Nicola and Bruce, Jackie and Goodell, L. Suzanne and Fogleman, April}, year={2022}, month={Sep} }
 @article{cosco_wells_zhang_goodell_monsur_xu_moore_2022, title={Hands-on childcare garden intervention: A randomized controlled trial to assess effects on fruit and vegetable identification, liking, and consumption among children aged 3-5 years in North Carolina}, volume={13}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2022.993637}, abstractNote={Gardening at childcare centers may have a potent influence on young children’s learning about fruits and vegetables and their development of healthy dietary behaviors. This randomized controlled trial examined the effect of a garden intervention on fruit and vegetable (FV) identification, FV liking, and FV consumption among 3–5-year-old children enrolled in childcare centers in Wake County, North Carolina, USA. Eligible childcare centers (serving primarily low-income families) were randomly selected and then randomly assigned to one of three groups: (1) intervention; (2) waitlist-control that served as a control in year 1 and received the intervention in year 2; or (3) no-intervention control. From the 15 participating childcare centers, 285 children aged 3–5  years were consented by their parents or guardians to participate. The intervention comprised six standardized, raised, mulched garden beds, planted with warm-season annual vegetables and fruits, and perennial fruits. A Gardening Activity Guide describing 12 age-appropriate, sequential gardening activities was distributed for teachers to lead hands-on gardening activities during the growing season. Data were gathered between Spring 2018 and Fall 2019. FV identification and liking were measured using an age-appropriate tablet-enabled protocol. FV consumption was measured by weighing each child’s fruit and vegetable snack tray before and after tasting sessions. Compared to children receiving no-intervention, children who received the garden intervention showed a greater increase in accurate identification of both fruits and vegetables as well as consumption of both fruit and vegetables during the tasting sessions. Consistent with prior research, the effects on fruit consumption were greater than on vegetable consumption. There was no significant effect of the garden intervention on children’s FV liking. Garden interventions implemented early in life foster learning about FV and promote healthy eating. Early exposure to gardening may yield a return on investment throughout the lifecourse, impacting healthy diet and associated health outcomes, which are particularly important within disadvantaged communities where children’s health is challenged by a host of risk factors. Clinical Trials Registration #NCT04864574 (clinicaltrials.gov).}, journal={FRONTIERS IN PSYCHOLOGY}, author={Cosco, Nilda G. G. and Wells, Nancy M. M. and Zhang, Daowen and Goodell, L. Suzanne and Monsur, Muntazar and Xu, Tong and Moore, Robin C. C.}, year={2022}, month={Nov} }
 @article{cosco_wells_monsur_goodell_zhang_xu_hales_moore_2021, title={Research Design, Protocol, and Participant Characteristics of COLEAFS: A Cluster Randomized Controlled Trial of a Childcare Garden Intervention}, volume={18}, ISSN={["1660-4601"]}, DOI={10.3390/ijerph182413066}, abstractNote={Childcare garden interventions may be an effective strategy to increase fruit and vegetable (FV) consumption and physical activity among young children. The objective of this paper is to describe the research design, protocol, outcome measures, and baseline characteristics of participants in the Childcare Outdoor Learning Environments as Active Food Systems (“COLEAFS”) study, a cluster randomized controlled trial (RCT) examining the effect of a garden intervention on outcomes related to diet and physical activity. Fifteen childcare centers in low-income areas were randomly assigned to intervention (to receive garden intervention in Year 1), waitlist control (to receive garden intervention in Year 2), and control group (no intervention). The garden intervention comprised six raised beds planted with warm-season vegetables and fruits, and a garden activity booklet presenting 12 gardening activities. FV knowledge and FV liking were measured using a tablet-enabled protocol. FV consumption was measured by weighing FV before and after a snack session. Physical activity was measured using Actigraph GT3x+ worn by children for three consecutive days while at the childcare center. Of the 543 eligible children from the 15 childcare centers, 250 children aged 3–5 years received parental consent, assented, and participated in baseline data collection. By employing an RCT to examine the effect of a garden intervention on diet and physical activity among young children attending childcare centers within low-income communities, this study offers compelling research design and methods, addresses a critical gap in the empirical literature, and is a step toward evidence-based regulations to promote early childhood healthy habits.}, number={24}, journal={INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH}, author={Cosco, Nilda Graciela and Wells, Nancy M. and Monsur, Muntazar and Goodell, Lora Suzanne and Zhang, Daowen and Xu, Tong and Hales, Derek and Moore, Robin Clive}, year={2021}, month={Dec} }
 @article{hughes_power_beck_betz_goodell_hopwood_jaramillo_lanigan_martinez_micheli_et al._2021, title={Twelve-Month Efficacy of an Obesity Prevention Program Targeting Hispanic Families With Preschoolers From Low-Income Backgrounds}, volume={53}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2021.04.460}, abstractNote={ObjectiveAssess effects of an obesity prevention program promoting eating self-regulation and healthy preferences in Hispanic preschool children.DesignRandomized controlled trial with pretest, posttest, 6- and 12-month assessments. Fourteen waves, each lasting 7 weeks.SettingFamilies recruited from Head Start across 2 sites.ParticipantsTwo hundred fifty-five families randomized into prevention (n = 136) or control (n = 119).InterventionPrevention received curriculum; control received no curriculum.Main Outcome Measure(s)Feeding knowledge/practices/styles (parent); body mass index percentile, eating self-regulation, trying new foods, and fruit/vegetable consumption (child).AnalysisMultilevel analyses for nested data (time points within families; families within waves) and multinomial regression.ResultsProgram increased mothers' repeated presentation of new foods (P < 0.05), measured portion sizes (P < 0.05), child involvement in food preparation (P < 0.001), feeding responsiveness (P < 0.001), knowledge of best feeding practices (P < 0.001), and feeding efficacy (P < 0.05); reduced feeding misconceptions (P < 0.01) and uninvolved feeding (P < 0.01). Effects on child eating behavior were minimal. At 12 months, children in the prevention group were less likely to have overweight (P < 0.05) or obesity (P < 0.05).Conclusions and ImplicationsProgram effects emphasize the importance of feeding approaches in reducing childhood obesity.}, number={8}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Hughes, Sheryl O. and Power, Thomas G. and Beck, Ashley D. and Betz, Drew and Goodell, L. Suzanne and Hopwood, Veronica and Jaramillo, J. Andrea and Lanigan, Jane and Martinez, AnaMaria Diaz and Micheli, Nilda and et al.}, year={2021}, month={Aug}, pages={677–690} }
 @article{stage_jones_bayles_hegde_dev_goodell_2021, title={Eastern North Carolina Head Start Teachers' personal and professional experiences with healthy eating and physical activity: a qualitative exploration}, volume={24}, ISSN={["1475-2727"]}, url={https://doi.org/10.1017/S1368980020003687}, DOI={10.1017/S1368980020003687}, abstractNote={AbstractObjective:Explore the interrelationship between teachers’ personal and professional socio-ecological structures while examining Head Start (HS) teachers’ experiences with (1) trying to eat healthy and engage in physical activity (PA) and (2) promote healthy eating and PA in their classrooms.Design:In-depth semi-structured interviews were collected from March through June 2017. Researchers designed the data collection and analysis methods using a phenomenological approach. All interviews were recorded using digital audio and transcribed verbatim.Setting:Seven HS centres in two rural eastern North Carolina counties.Participants:Teachers (n 15) who had recently participated in a healthy eating and physical activity intervention. Participants were 100 % female, an average age of 43 years (sd 9·6) and primarily Black/African American (93·3 %).Results:Eighteen primary themes were identified providing unique insight into individual, social and environmental determinants that may influence teachers’ personal health behaviours and professional health promotion practices. Findings indicated that teachers want to improve health behaviours personally (individual/family health) and professionally (children/families served); however, barriers exist at all levels impacting their ability to improve their own health and facilitate positive behaviours among the children/families they serve. Many teachers observed connections between their personal and professional experiences, but not beyond the individual level.Conclusions:Study findings highlight the importance of considering and emphasising the potential relationship between personal and professional determinants of health when working with early childhood teachers. Findings from this study may be useful for informing the development, implementation and evaluation of future health promotion interventions using teachers as implementers.}, number={11}, journal={PUBLIC HEALTH NUTRITION}, publisher={Cambridge University Press (CUP)}, author={Stage, Virginia C. and Jones, Lorelei and Bayles, Jocelyn and Hegde, Archana V and Dev, Dipti A. and Goodell, L. Suzanne}, year={2021}, month={Aug}, pages={3460–3476} }
 @article{hughes_power_beck_betz_goodell_hopwood_jaramillo_lanigan_martinez_micheli_et al._2020, title={Short-Term Effects of an Obesity Prevention Program Among Low-Income Hispanic Families With Preschoolers}, volume={52}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2019.12.001}, abstractNote={To assess the short-term effects of an obesity prevention program promoting eating self-regulation and healthy food preferences in low-income Hispanic children.Randomized controlled trial with pretest, posttest, and 6- and 12-month assessments.Head Start and similar early learning institutions in Houston, TX, and Pasco, WA. A total of 255 families with preschoolers randomized into prevention (n = 136) and control (n = 119) groups.Multicomponent family-based prevention program. Fourteen waves lasted 7 weeks each with 8-10 mother-child dyads in each group.Parent assessments included feeding practices, styles, and knowledge. Child assessments included child eating self-regulation, willingness to try new foods, and parent report of child fruit and vegetable preferences. Parent and child heights and weights were measured.Multilevel analyses were employed to consider the nested nature of the data: time points within families within waves.The program had predicted effects on parental feeding practices, styles, and knowledge in the pre- to post-comparisons. Effects on child eating behavior were minimal; only the number of different vegetables tried showed significant pre-post differences.Short-term effects of this prevention program highlight the importance of family-focused feeding approaches to combating child overweight and obesity.}, number={3}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Hughes, Sheryl O. and Power, Thomas G. and Beck, Ashley and Betz, Drew and Goodell, L. Suzanne and Hopwood, Veronica and Jaramillo, J. Andrea and Lanigan, Jane and Martinez, AnaMaria Diaz and Micheli, Nilda and et al.}, year={2020}, month={Mar}, pages={224–239} }
 @article{stage_downing_hegde_dev_peterson_goodell_2019, title={Comparison of Parent and Child Ratings of Fruit and Vegetable Liking to Assess Parent Accuracy as Proxy Reporters}, volume={58}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85061046923&partnerID=MN8TOARS}, DOI={10.1080/03670244.2019.1572002}, abstractNote={ABSTRACT This study examined the accuracy of parent-report child fruit/vegetable (FV) liking. Child/parent dyads (n = 24) were recruited from six Head Start preschools in North Carolina. Liking for 10 FVs was assessed using a validated pictorial tool for children; a similar scale was used for parents. Negative relationships were observed between parent/child for one fruit (grapes) and one vegetable (broccoli). Positive relationships were observed among oranges, grapes, and overall fruit rankings. Parents tended to rank children’s liking of fruits higher than their children, while children ranked liking vegetables higher. Findings suggest parents may not be accurate respondents for preschool children’s FV liking.}, number={2}, journal={ECOLOGY OF FOOD AND NUTRITION}, author={Stage, Virginia C. and Downing, Carrie and Hegde, Archana V. and Dev, Dipti A. and Peterson, Amanda D. and Goodell, L. Suzanne}, year={2019}, pages={166–186} }
 @article{singletary_goodell_fogleman_2020, title={Exploring North Carolina Family and Consumer Sciences Teachers' Attitudes Towards Breastfeeding and Infant Feeding Education Practices}, volume={36}, ISSN={["1552-5732"]}, DOI={10.1177/0890334419867104}, abstractNote={Background The World Health Organization (WHO) and the United Kingdom Committee for UNICEF recommend that secondary schools include infant feeding education in the curriculum. However, little attention has been given to the study of educators’ views and practices regarding infant feeding education. Aims The aims of this research were to (1) explore North Carolina Family and Consumer Sciences teachers’ attitudes towards infant feeding education in secondary schools and (2) describe North Carolina Family and Consumer Sciences teachers’ infant feeding education practices. Methods Researchers conducted interviews ( N = 19) and a survey ( N = 137) using a sequential mixed methods design. The constant comparative method was used to analyze interview transcripts. Subsequently, a 33-item survey was developed to assess teachers’ attitudes and practices, and this survey was tested for validity and reliability. Results The majority of participants supported including infant feeding ( n = 119, 86.9%) and breastfeeding ( n = 116, 84.7%) education in high school. Approximately half of the participants supported including infant feeding ( n = 71, 51.9%) and breastfeeding ( n = 64, 46.7%) education in middle school. Participants reported that they taught infant feeding at both levels; topics taught included complementary foods, patterns of infant feeding, and the safe preparation of infant formula. Breastfeeding content was covered primarily in the high school Parenting and Child Development course. Conclusions North Carolina Family and Consumer Sciences teachers have positive attitudes towards teaching about breastfeeding at the secondary school level. Content about infant nutrition and breastfeeding is currently included in courses that cover child development and human nutrition. }, number={4}, journal={JOURNAL OF HUMAN LACTATION}, author={Singletary, Nicola and Goodell, L. Suzanne and Fogleman, April}, year={2020}, month={Nov}, pages={766–775} }
 @article{mcmillen_swick_frazier_bishop_goodell_2019, title={Teachers' perceptions of sustainable integration of garden education into Head Start classrooms: A grounded theory approach}, volume={17}, ISSN={["1741-2927"]}, DOI={10.1177/1476718X19856378}, abstractNote={ The perceived benefits of outdoor learning have influenced recommendations and policies alike in early childhood education, yet one component (garden education) in Head Start preschools is inconsistent and researchers do not yet know why. The purposes of this qualitative interview study were to explore preschool teachers’ experiences and perceptions of incorporating garden education into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. Causal conditions included being comfortable in nature, having administrative support, focusing on safety, and reacting to weather. The intervening conditions were teacher knowledge and skills, program structure, resources and physical supplies, and human resources. The strategies for implementing sustainable use of preschool gardens were employing child-directed practices, applying multi-curricular techniques, incorporating health education, and engaging the community. The consequences identified for using preschool gardens were impacting whole child learning, influencing health, and exposing children to nature. Holistic integration of the results into the current literature suggested several opportunities for pre-service teacher education, professional development, and assessment tool development and validation. }, number={4}, journal={JOURNAL OF EARLY CHILDHOOD RESEARCH}, author={McMillen, Jennifer D. and Swick, Shayna D. and Frazier, Lauren M. and Bishop, Matthew and Goodell, L. Suzanne}, year={2019}, month={Dec}, pages={392–407} }
 @article{singletary_goodell_fogleman_2018, title={North Carolina Family and Consumer Sciences Teachers' Infant Feeding Education Practices and Attitudes: A Mixed Methods Study}, volume={50}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2018.04.206}, DOI={10.1016/J.JNEB.2018.04.206}, abstractNote={Background (Background, Rationale, Prior Research, and/or Theory): Despite recommendations by the World Health Organization and UNICEF UK to include infant feeding education in secondary school classrooms, the views and practices of educators regarding this topic have been studied minimally. Objective: To explore North Carolina (NC) family and consumer sciences (FCS) teachers' infant feeding education practices and attitudes. Study Design, Setting, Participants, Intervention: Using a sequential mixed methods design, researchers conducted interviews and a statewide survey with current NC FCS teachers. The qualitative phase consisted of a purposive sample of 19 teachers. The survey was completed by a convenience sample of 137 teachers. Outcome Measures and Analysis: Semi-structured telephone interviews explored teachers' current infant feeding education practices and their views on incorporating breastfeeding education in FCS classrooms. Transcripts were analyzed using the constant comparative method. Researchers developed a valid and reliable 33-item survey to assess FCS teacher attitudes and practices. Descriptive statistics were conducted for all measures using SPSS. Results: The majority of NC FCS teachers are supportive of including infant feeding (86.9%) and breastfeeding (84.7%) education in high school. Approximately half agreed with including infant feeding (51.9%) and breastfeeding (46.7%) content in middle school. Teachers reported teaching about infant feeding in both middle and high school, with breastfeeding content primarily covered in Parenting and Child Development. Topics most frequently taught in other courses focused on the introduction of solid foods and spoon feeding, infant feeding patterns, food allergies, and safe formula preparation and storage. Conclusions and Implications: NC FCS teachers are open to teaching about breastfeeding and human lactation at the secondary school level in courses that cover infant development, life cycle nutrition, and childcare. Including information about infant feeding and breastfeeding in schools would improve knowledge of evidenced-based infant feeding recommendations and facilitate a society that is more accepting and supportive of breastfeeding. Funding: Triangle Breastfeeding Alliance.}, number={7}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Singletary, Nicola and Goodell, L. Suzanne and Fogleman, April}, year={2018}, month={Jul}, pages={S162–S163} }
 @article{power_garcia_beck_goodell_johnson_hughes_2018, title={Observed and self-reported assessments of caregivers' feeding styles: Variable- and person-centered approaches for examining relationships with children's eating behaviors}, volume={130}, ISSN={["1095-8304"]}, DOI={10.1016/j.appet.2018.08.010}, abstractNote={Demandingness and responsiveness are dimensions used in general parenting as well as the feeding literature to measure parent attitudes and behaviors. These dimensions can be treated as continuous variables (variable-centered) or used to form groups of parents based on scores on each dimension (person-centered). Research focusing on these dimensions in the feeding domain has relied exclusively on maternal self-reports; observational studies of feeding styles have yet to be conducted.The purpose of this study was to investigate the effectiveness of variable-centered versus person-centered analyses in examining relationships between maternal feeding styles, child eating behaviors, and child weight status using both self-reported and observational methods for assessing parental feeding style.Participants included 137 low-income Head Start mothers and their preschoolers. Mothers completed the Caregiver's Feeding Styles Questionnaire and the Children's Eating Behavior Questionnaire. Parent/child interactions were observed during dinner meals at home and were coded using a previously developed coding system.Maternal demandingness during feeding was negatively associated with child BMI z-scores and positively associated with slowness in eating and satiety responsiveness. Maternal responsiveness was associated positively with enjoyment of food and associated negatively with food fussiness. Significant demandingness by responsiveness interactions showed that children of authoritarian mothers showed the highest levels of food fussiness and the lowest enjoyment of food. Overall, the findings were stronger for the self-report than for the observational measures and the variable-centered approach was clearly superior to the person-centered approach.The current results indicate that for research purposes the variable-centered approach may be the most powerful for examining relationships between maternal feeding and child eating. However, for clinical purposes, the person-centered approach might be most informative.}, journal={APPETITE}, author={Power, Thomas G. and Garcia, Karina Silva and Beck, Ashley D. and Goodell, L. Suzanne and Johnson, Susan L. and Hughes, Sheryl O.}, year={2018}, month={Nov}, pages={174–183} }
 @article{cosco_moore_monsur_goodell_2018, title={Outdoor Learning Environments as Active Food Systems: Effectiveness of the Preventing Obesity by Design Gardening Component}, volume={50}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2018.04.263}, DOI={10.1016/J.JNEB.2018.04.263}, abstractNote={Objective: To assess the impact of a Gardening Component on 4–5 year olds enrolled in 15 childcare centers in Wake County, North Carolina, using a waitlist/control group, randomized controlled trial research design (2017–2022). Description: Fifteen centers were selected in 2018 and randomly assigned to intervention/waitlist/control groups to evaluate the impact of fruit and vegetable (FV) gardening on children's physical activity, FV liking, FV knowledge, and FV consumption. A standardized approach to garden installation was used locating six identical raised planting beds (8' x 2') at each intervention center, with similar, controlled growing conditions. Six FV types were selected and planted consistently at each center. Physical activity was measured using accelerometers. Fruit and vegetable liking and knowledge was measured via a modified electronic method (Carraway-Stage, et la.2014) using portable tablets. Fruit and vegetable consumption was measured using the Fruit & Vegetable Snack Tool (Witt & Duncan, 2012). Outdoor environmental quality was assessed using the Preschool Outdoor Environment Measurement Scale POEMS (DeBord, et al. 2005) and Best Practice Indicators (Cosco & Moore, 2014). The study is conducted in collaboration with the Department of Food, Bioprocessing, and Nutrition Sciences, Agriculture and Life Sciences, and Horticultural Science, North Carolina State University. First data gathering wave was completed in April 2018. Evaluation: Preliminary results will be ready for distribution in Fall 2018. Conclusions and Implications: Because childcare centers are policy-sensitive institutions, evidence underscoring the benefits of fruit and vegetable gardening may encourage regulators to adopt supportive rules (Tandon, Walters et al. 2016). With approximately 76% of the U.S. population living in areas with an annual growing season >200 days (IIASA 2013), a gardening component may be a promising obesity prevention strategy for young children in those regions, where 77% of total (120,000 approximatley) U.S. regulated childcare centers are located (CCAA 2012). Funding: 2017-68001-26354. The following is the supplementary data to this article: Download .pdf (26.68 MB) Help with pdf files Poster}, number={7}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Cosco, Nilda and Moore, Robin and Monsur, Muntazar and Goodell, Lora S.}, year={2018}, month={Jul}, pages={S118–S119} }
 @article{garcia_power_beck_fisher_goodell_johnson_teresia m. o'connor_hughes_2018, title={Stability in the feeding practices and styles of low-income mothers: questionnaire and observational analyses}, volume={15}, ISSN={["1479-5868"]}, DOI={10.1186/s12966-018-0656-6}, abstractNote={During the last two decades, researchers have devoted considerable attention to the role of maternal feeding behaviors, practices, and styles in the development of obesity in young children. Little is known, however, about the consistency of maternal feeding across settings and time. The purpose of this paper was to provide data on this issue by examining the consistency of observed maternal feeding behavior across multiple eating occasions, as well as examine the consistency of observed and self-reported maternal feeding behavior across 18 months.Videotapes from two studies of low-income mothers and their preschool children were coded for feeding practices, dimensions, and styles: a study of 137 low-income, African American and Latina mothers and their children observed during three meals in their homes over a two to three week period, and a study of 138 low-income, Latina mothers observed during a buffet meal in a laboratory setting on two separate occasions 18 months apart. Videotapes from both studies were coded for a wide range of maternal feeding behaviors and strategies. Mothers in the second study also completed three validated, self-report questionnaires on their feeding practices and styles.Overall, both observed and self-reported feeding practices and styles showed only moderate levels of stability across meals and over time. Maternal attempts to regulate children's eating showed more stability across meals and over time than the content of general mealtime conversation. Also, greater stability was found in what mothers were trying to get their children to do during the meals than in the strategies they used to influence child behavior. Self-reports of feeding showed greater stability over time than observational measures. Across meals and across 18 months, the stability of general feeding styles was between 40% and 50%.The findings demonstrate that maternal feeding behavior was only moderately stable across meals and over time-that is, feeding behavior varied considerably across situations. The lack of high levels of consistency in feeding behavior suggests that situational factors may play a major role in influencing maternal behavior as well. Family-focused childhood obesity programs should focus not only on helping parents change their feeding practices and styles, but also focus on increasing parents' sensitivity to situational factors that affect their approach to feeding their children.}, journal={INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY}, author={Garcia, Karina Silva and Power, Thomas G. and Beck, Ashley D. and Fisher, Jennifer Orlet and Goodell, L. Suzanne and Johnson, Susan L. and Teresia M. O'Connor and Hughes, Sheryl O.}, year={2018}, month={Mar} }
 @article{stage_wilkerson_hegde_lisson_babatunde_goodell_2018, title={Head Start administrator and teacher perceptions of parental influence on preschool children's nutrition education}, volume={16}, ISSN={["1741-2927"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85047990596&partnerID=MN8TOARS}, DOI={10.1177/1476718x17705415}, abstractNote={ Parents play a significant role in molding their children’s nutrition knowledge and behavior. The purpose of the present study was to explore parental influence on preschooler’s nutrition education from the perspectives of North Carolina–based Head Start coordinators and teachers. Investigators conducted 63 in-depth, structured interviews with Head Start Health/Nutrition Coordinators (n = 31) and teachers (n = 32). Interviews were recorded in digital audio format and transcribed verbatim. Following a grounded theory approach, researchers identified primary, emergent themes related to parental influence and a substantive-level model was developed. Head Start staff described parental background (i.e. nutrition knowledge, culture), socioeconomic status, food preferences and parental engagement/support of teacher provided nutrition education as the primary factors that affect preschooler’s nutrition education. The proposed theoretical model provides an initial understanding of the influence Head Start parents may have on their children’s nutrition education. The findings suggest more training and education opportunities for parents and teachers may be needed. Despite barriers, teachers and local community partners should continue to support parents in their efforts to reinforce positive nutrition messages among preschool children. }, number={2}, journal={JOURNAL OF EARLY CHILDHOOD RESEARCH}, author={Stage, Virginia C. and Wilkerson, Kristi and Hegde, Archana and Lisson, Sarah and Babatunde, Oyinlola Toyin and Goodell, L. Suzanne}, year={2018}, month={Jun}, pages={160–175} }
 @article{azcarate-peril_ritter_savaiano_monteagudo-mera_anderson_magness_klaenhammer_2017, title={Impact of short-chain galactooligosaccharides on the gut microbiome of lactose-intolerant individuals}, volume={114}, ISSN={["0027-8424"]}, DOI={10.1073/pnas.1606722113}, abstractNote={SignificanceApproximately 75% of the global human population are lactose malabsorbers. In a previous clinical trial, it was shown that feeding a high-purity galactooligosaccharide (>95% GOS) could improve symptoms of lactose-intolerant subjects, attaining lactose tolerance in a majority of subjects. To investigate the mechanism, we examined the microbiome of human subjects before and after GOS feeding. The results show a significant shift in the microbiome of responsive individuals, including lactose-fermenting microbes in their stools. The high-purity prebiotic GOS resulted in adaptive shifts in the microbiome and correlated with improvement in clinical symptoms.}, number={3}, journal={PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA}, author={Azcarate-Peril, M. Andrea and Ritter, Andrew J. and Savaiano, Dennis and Monteagudo-Mera, Andrea and Anderson, Carlton and Magness, Scott T. and Klaenhammer, Todd R.}, year={2017}, month={Jan}, pages={E367–E375} }
 @article{ellison_greer_burney_goodell_bower_nicklas_lou_kavanagh_2017, title={Observations and Conversations: Home Preparation of Infant Formula Among a Sample of Low-Income Mothers in the Southeastern US}, volume={49}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2017.04.027}, abstractNote={Explore infant formula preparation attitudes and beliefs among low-income, formula-feeding, Southeastern US mothers.Cross-sectional study using in-home observations and in-depth interviews.Participant homes.Thirteen low-income mothers of normal birth weight, healthy, term infants aged ≤3 months, who were predominantly feeding powdered or from-concentrate formula.Reading formula preparation instructions; order of added ingredients; leveling powdered formula scoop(s); adding cereal or other ingredients to bottles.Perceptions of formula preparation or manipulation.Descriptive statistics described sample characteristics and home observation variables. Thematic analysis of in-depth interviews revealed the following major themes: formula preparation can be intimidating; expressions of complex heuristic perceptions about formula preparation; cost and convenience motivate maternal behaviors; and infant cues override recommendations. Data from qualitative and quantitative activities were triangulated.Behaviors, including improper reconstitution and modifications/additions to prepared formula (eg, infant cereal) were observed during home observations and/or described during in-depth interviews. Inconsistencies were detected between observed behaviors (eg, adding too much water to the bottle) and those reported during in-depth interviews (eg, stating over-dilution could be detrimental to the infant's health).Targeting knowledge or skills gaps and behavioral motivators in the formula-feeding population could positively affect infant-feeding practices that occur outside of recommendations.}, number={7}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Ellison, Rebecca G. and Greer, Betty P. and Burney, Janie L. and Goodell, L. Suzie and Bower, Katherine B. and Nicklas, Jennifer C. and Lou, Zixin and Kavanagh, Katherine F.}, year={2017}, pages={579-+} }
 @article{peterson_goodell_hegde_stage_2017, title={Teacher Perceptions of Multilevel Policies and the Influence on Nutrition Education in North Carolina Head Start Preschools}, volume={49}, ISSN={["1878-2620"]}, url={https://doi.org/10.1016/j.jneb.2017.01.003}, DOI={10.1016/j.jneb.2017.01.003}, abstractNote={Objective To develop a theory that explains the process of how teachers' perception of multilevel policies may influence nutrition education (NE) teaching strategies in Head Start preschools. Design Semistructured telephone interviews. Setting North Carolina Head Start preschools. Participants Thirty-two Head Start teachers. Phenomenon of Interest All interviews were transcribed verbatim. Following a grounded theory approach, authors coded interview data for emergent themes. Analysis Two primary themes emerged during analysis, including teachers' policy perceptions and teacher-perceived influence of policy on NE. Results A theoretical model was developed to explain how teachers' perceptions of policies influenced NE (eg, teaching strategies) in the classroom. Teachers discussed multiple policy areas governing their classrooms and limiting their ability to provide meaningful and consistent NE. How teachers perceived the level of regulation in the classroom (ie, high or low) influenced the frequency with which they used specific teaching strategies. Conclusion and Implications Despite federal policies supporting the provision of NE, teachers face competing priorities in the classroom (eg, school readiness vs NE) and policies may conflict with standardized NE curricula. To understand how Head Start centers develop local policies, additional research should investigate how administrators interpret federal and state policies.}, number={5}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, publisher={Elsevier BV}, author={Peterson, Amanda D. and Goodell, L. Suzanne and Hegde, Archana and Stage, Virginia C.}, year={2017}, month={May}, pages={387-+} }
 @article{downing_hudson_goodell_stage_2016, title={Comparison of Parent and Child Rankings of Fruit and Vegetable Liking to Assess Parent Accuracy as Proxy Reporters}, volume={116}, ISSN={2212-2672}, url={http://dx.doi.org/10.1016/J.JAND.2016.06.032}, DOI={10.1016/J.JAND.2016.06.032}, abstractNote={As a result of this poster, learners will be able to describe the use of parents as proxy reporters for preschool childrens' dietary intake, past research, and ares of needed research.}, number={9}, journal={Journal of the Academy of Nutrition and Dietetics}, publisher={Elsevier BV}, author={Downing, C. and Hudson, S. and Goodell, L.S. and Stage, V.}, year={2016}, month={Sep}, pages={A14} }
 @article{elias_power_beck_goodell_johnson_papaioannou_hughes_2016, title={Depressive Symptoms and Perceptions of Child Difficulty Are Associated with Less Responsive Feeding Behaviors in an Observational Study of Low-Income Mothers}, volume={12}, ISSN={["2153-2176"]}, DOI={10.1089/chi.2016.0125}, abstractNote={BACKGROUND
Maternal depressive symptoms and perceptions of child difficulty are associated with negative effects on general development and cognitive functioning in children. The study examined associations between maternal depressive symptoms, perceptions of child difficulty, and maternal feeding behaviors in a population at elevated risk for childhood obesity.


METHODS
Participants were 138 low-income black and Hispanic mothers and their children (ages 3-5) participating in an observational study of mealtimes among Head Start families. Three dinnertime observations were conducted over 2 weeks on each family and audio/videotaped for coding. Coding included eating influence attempts and other food- and nonfood-related interactions exhibited by the mother during dinner. Mothers completed questionnaires on depressive symptoms and perceptions of child difficulty. Linear regressions were conducted, examining associations between maternal depressive symptoms, perceptions of child difficulty, and coded parent feeding behaviors.


RESULTS
Mothers reporting higher levels of depressive symptoms used more verbal pressure to get their child to eat during meals, were more likely to discourage child independence, and less likely to enforce table manners. Mothers reporting higher perceptions of child difficulty were less likely to have nonfood-related discussions during meals and to try to get the child to eat a different food.


CONCLUSIONS
This study is one of the first to investigate associations between maternal depression, perceptions of child difficulty, and mother's feeding behaviors during meals using observational methodology. These results may help researchers identify specific parental characteristics and feeding practices on which to intervene when developing tailored intervention programs for reducing childhood obesity.}, number={6}, journal={CHILDHOOD OBESITY}, author={Elias, Cindy V. and Power, Thomas G. and Beck, Ashley E. and Goodell, L. Suzanne and Johnson, Susan L. and Papaioannou, Maria A. and Hughes, Sheryl O.}, year={2016}, month={Dec}, pages={418–425} }
 @article{perrin_goodell_fogleman_pettus_bodenheimer_palmquist_2016, title={Expanding the Supply of Pasteurized Donor Milk: Understanding Why Peer-to-Peer Milk Sharers in the United States Do Not Donate to Milk Banks}, volume={32}, ISSN={["1552-5732"]}, DOI={10.1177/0890334415627024}, abstractNote={Background: Lactating women in the United States have several options for what they do with excess breast milk, including donating to milk banks that serve medically fragile infants, sharing directly with families seeking milk, and selling to individuals or for-profit entities. The World Health Organization and the US Surgeon General have issued calls to increase access to pasteurized donor milk for medically fragile infants. Objective: To explore how lactating women with a surplus of breast milk come to the decision to share their milk with a peer rather than donate to a milk bank. Methods: A qualitative design using a grounded theory approach was employed. Semistructured telephone interviews were conducted with 27 women who had shared milk with a peer but not with a milk bank. Results: Five dominant themes were identified: a strong belief in the value of breast milk, unexpected versus planned donation, sources of information regarding milk exchange, concerns and knowledge gaps about milk banks, and helping and connecting. Conclusions: This research offers insights into potential strategies for promoting milk bank donation among peer-to-peer milk sharers, including developing donor education campaigns focused on knowledge gaps regarding milk banks and developing health care professional referral programs that can reduce barriers associated with the convenience of milk bank donation. }, number={2}, journal={JOURNAL OF HUMAN LACTATION}, author={Perrin, Maryanne Tigchelaar and Goodell, L. Suzanne and Fogleman, April and Pettus, Hannah and Bodenheimer, Amanda L. and Palmquist, Aunchalee E. L.}, year={2016}, month={May}, pages={229–237} }
 @article{cooke_pursifull_jones_goodell_2016, title={Impact of a Pre-Service-Learning Training on Students’ Skills Needed to Deliver a Pre-Packaged Educational Curricula in the Community}, volume={48}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2016.04.066}, DOI={10.1016/J.JNEB.2016.04.066}, abstractNote={The purpose of this study was to determine the effect of a pre-service-learning (SL) training on student self-efficacy in teaching nutrition in the community. Students enrolled in a Community Nutrition SL course. SL programs provide students with an opportunity to gain discipline-specific skills, while providing community organizations with a pool of volunteers. However, because students may lack the skills needed to be effective community educators, skills-based training may need to be incorporated into SL courses. Students in a community nutrition SL course engaged in a 7-week-long pre-SL training before teaching a 6-week-long nutrition education course to community members. The pre-SL training included three layers of activities: basic activities, which introduced the students to material necessary to build skills for their SL experience; directed activities, which allowed them to refine a targeted skillset; and collective activities, which allowed for the application of multiple skills. Through qualitative interviews with 12 of the 19 students enrolled in the course, we determined the impact of a pre-SL training program on the development of the skills necessary to teach a nutrition education course. Thematic analysis of the data revealed two major themes: “layered learning” activities facilitate skill building and a stressful, yet supportive, environment facilitates growth. Together, these aspects of course design allow students to develop skills and build their self-efficacy in those skills. Therefore, instructors who plan to incorporate SL into their nutrition courses may benefit from designing a pre-SL training to improve student learning outcomes.}, number={7}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Cooke, Natalie and Pursifull, A.K. and Jones, K.M. and Goodell, L. Suzanne}, year={2016}, month={Jul}, pages={S23–S24} }
 @article{lisson_goodell_dev_wilkerson_hegde_stage_2016, title={Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use}, volume={48}, ISSN={["1878-2620"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84994745084&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2016.07.016}, abstractNote={Objective The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. Methods In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina–based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Results Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Conclusions and Implications Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed.}, number={9}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Lisson, Sarah and Goodell, L. Suzanne and Dev, Dipti and Wilkerson, Kristi and Hegde, Archana V. and Stage, Virginia C.}, year={2016}, month={Oct}, pages={655-+} }
 @article{goodell_stage_cooke_2016, title={Practical Qualitative Research Strategies: Training Interviewers and Coders}, volume={48}, ISSN={["1878-2620"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84995495634&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2016.06.001}, abstractNote={The increased emphasis on incorporating qualitative methodologies into nutrition education development and evaluation underscores the importance of using rigorous protocols to enhance the trustworthiness of the findings. A 5-phase protocol for training qualitative research assistants (data collectors and coders) was developed as an approach to increase the consistency of the data produced. This training provides exposure to the core principles of qualitative research and then asks the research assistant to apply those principles through practice in a setting structured on critical reflection.}, number={8}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Goodell, L. Suzanne and Stage, Virginia C. and Cooke, Natalie K.}, year={2016}, month={Sep}, pages={578-+} }
 @misc{singletary_chetwynd_goodell_fogleman_2017, title={Stakeholder views of breastfeeding education in schools: a systematic mixed studies review of the literature}, volume={12}, ISSN={["1746-4358"]}, DOI={10.1186/s13006-017-0106-0}, abstractNote={Breastfeeding provides numerous health benefits for mothers and infants, but worldwide breastfeeding rates fall below recommendations. As part of efforts to increase breastfeeding initiation and duration, the World Health Organization and UNICEF UK recommend educational interventions to increase awareness and positive attitudes towards breastfeeding beginning during the school years. Breastfeeding education in the school setting offers the opportunity to improve the knowledge base, address misconceptions, and positively influence beliefs and attitudes for students from a wide range of socioeconomic and cultural backgrounds. The purpose of this paper is to present a comprehensive narrative review of the literature regarding student and teacher (stakeholder) views of breastfeeding and breastfeeding education programs in schools to inform future research in the area. Articles were located through a systematic search of online databases and journals using the following keywords in various combinations: (1) breastfeeding, lactation, breast-feeding, "bottle feeding", "infant feeding" (2) student, educator, teacher, "school administrator" and (3) schools, "secondary education", "primary education", "K-12", "high school", "middle school", "elementary school", education, adolescents, curriculum, and a manual search of article references. Studies were screened for inclusion against specific criteria and included papers were assessed using the Mixed Methods Appraisal Tool (MMAT). This review suggests that adolescents have a deficit in breastfeeding knowledge and express negative conceptions about breastfeeding. Breastfeeding is being discussed in some school environments, but the extent of lessons and the specific messages that teachers communicate have not been explored. Students appear to be interested in receiving more information about breastfeeding, especially if delivered by health professionals or breastfeeding mothers. The majority of teachers are supportive of incorporating breastfeeding education in family and consumer sciences, sexual education, and health classes; however, time constraints and limited knowledge of infant feeding recommendations may be barriers to implementation of appropriate lesson plans. Students generally support and are receptive to breastfeeding education; however, research on educator attitudes, knowledge, and experiences are necessary for appropriate implementation of breastfeeding education in varying school settings around the world.}, journal={INTERNATIONAL BREASTFEEDING JOURNAL}, author={Singletary, Nicola and Chetwynd, Ellen and Goodell, L. Suzanne and Fogleman, April}, year={2017}, month={Mar} }
 @article{goodell_johnson_antono_power_hughes_2016, title={Strategies Low-Income Parents Use to Overcome Their Children’s Food Refusal}, volume={21}, ISSN={1092-7875 1573-6628}, url={http://dx.doi.org/10.1007/S10995-016-2094-X}, DOI={10.1007/S10995-016-2094-X}, abstractNote={Introduction Parents play a key role in the development of eating habits in preschool children, as they are the food "gatekeepers." Repeated exposure to new foods can improve child food preferences and consumption. The objective of this study was to determine parent feeding strategies used to influence child acceptance of previously rejected foods (PRF). Methods We conducted eighteen focus groups (total participants = 111) with low-income African American and Hispanic parents of preschool children (3- to 5-year-olds) in Texas, Colorado, and Washington. Through thematic analysis, we coded transcripts and analyzed coded quotes to develop dominant emergent themes related to strategies used to overcome children's food refusal. Results We found three major themes in the data: parents most often do not serve PRF; parents value their child eating over liking a food; and parents rarely use the same feeding strategy more than once for a PRF. Desiring to reduce waste and save time, parents said they most often intentionally decided not to purchase or serve PRF to their children. Discussion Because parents' primary goal in child feeding is getting children to eat (over acceptance of a variety of foods), strategies to help parents promote consumption of less easily accepted foods could help parents with child feeding struggles and improve children's dietary quality.}, number={1}, journal={Maternal and Child Health Journal}, publisher={Springer Science and Business Media LLC}, author={Goodell, L. Suzanne and Johnson, Susan L. and Antono, Amanda C. and Power, Thomas G. and Hughes, Sheryl O.}, year={2016}, month={Jul}, pages={68–76} }
 @article{hughes_power_beck_betz_calodich_goodell_hill_hill_jaramillo_johnson_et al._2016, title={Strategies for Effective Eating Development-SEEDS: Design of an Obesity Prevention Program to Promote Healthy Food Preferences and Eating Self-Regulation in Children From Low-Income Families}, volume={48}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2016.04.388}, abstractNote={To develop a scientifically based childhood obesity prevention program supporting child eating self-regulation and taste preferences. This article describes the research methods for the Strategies for Effective Eating Development program. A logic model is provided that depicts a visual presentation of the activities that will be used to guide the development of the prevention program.Randomized, controlled prevention program, pretest, posttest, 6 months, and 12 months.Two sites: Houston, TX and Pasco, WA. Each trial will last 7 weeks with 8-10 mother-child dyads in each arm (prevention and control).Recruitment at Head Start districts (Texas; n = 160) and Inspire Child Development Center including Early Childhood Education and Head Start (Washington; n = 160). Sixteen trials with 16-20 parent-child dyads per trial will provide adequate power to detect moderate effects.Multicomponent family-based prevention program incorporating a dialogue approach to adult learning and self-determination theory.Child assessments will include observed taste preferences, caloric compensation, and eating in the absence of hunger. Parent assessments will include parent-reported feeding, feeding emotions, acculturation, child eating behaviors, child food preferences, and child dietary intake. Heights and weights will be measured for parent and child.A multilevel growth modeling analysis will be employed to consider the nested nature of the data: time points (level 1) within families (level 2) within trials (level 3).}, number={6}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Hughes, Sheryl O. and Power, Thomas G. and Beck, Ashley and Betz, Drew and Calodich, Shirley and Goodell, L. Suzanne and Hill, Laura G. and Hill, Rachael and Jaramillo, J. Andrea and Johnson, Susan L. and et al.}, year={2016}, month={Jun}, pages={405-+} }
 @article{peterson_goodell_stage_2016, title={Teacher Perceptions of Multilevel Policies and the Influence on Nutrition Education in North Carolina Head Start Preschools}, volume={48}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2016.04.235}, DOI={10.1016/J.JNEB.2016.04.235}, abstractNote={The purpose of this study is to explore the effect of multilevel policies on nutrition education in North Carolina Head Start preschools. Researchers conducted 32 semi-structured telephone interviews with North Carolina Head Start teachers. Interviews were transcribed and coded for emergent themes following a grounded theory approach. Interrelated themes were condensed into three broad categories, and a substantive-level model emerged to explain how policy-related factors (i.e. actual policies vs. policy perceptions) influenced nutrition education (e.g. frequency, strategies) and child-related outcomes (i.e. learning outcomes, exposure). Multilevel policies and teachers’ perceptions of those policies directly and indirectly affect the quality and frequency of nutrition education. For instance, teachers described sanitation policies that limited or restricted the use of food-based activities (e.g. taste testing, cooking), while policies regarding hygiene (e.g. hand washing) and regulatory schedules created time constraints in the classroom. Findings suggest that teachers’ perceive their ability to provide quality nutrition education in the classroom is most affected by policies at the state and center-level. Although supportive of nutrition education, policies originating at the federal-level lead to competing priorities in the classroom (e.g. school readiness) and may conflict with the use of standardized nutrition education curricula (e.g. educating on child interest vs. using standard lessons). Additional research is needed to further investigate the origin, intentions, and implications of multilevel policies on nutrition education in the Head Start setting.}, number={7}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Peterson, Amanda D. and Goodell, L.S. and Stage, V.}, year={2016}, month={Jul}, pages={S88–S89} }
 @article{mita_gray_goodell_2015, title={An explanatory framework of teachers' perceptions of a positive mealtime environment in a preschool setting}, volume={90}, ISSN={["1095-8304"]}, DOI={10.1016/j.appet.2015.02.031}, abstractNote={Attending a preschool center may help preschoolers with growth and development that encourage a healthy lifestyle, including sound eating behaviors. Providing a positive mealtime environment (PME) may be one of the keys to fostering a child's healthy eating habits in the classroom. However, a specific definition of a PME, the components of a PME, or directions on how to create one have not been established. The purpose of this study, therefore, was to explore Head Start teachers' perceptions related to a PME and create a conceptual framework representing these perceptions. To achieve this purpose, researchers conducted 65 in-depth phone interviews with Head Start teachers around the US. Applying principles of grounded theory, researchers developed a conceptual framework depicting teachers' perceptions of PME, consisting of five key components: (1) the people (i.e., teachers, kitchen staff, parent volunteers, and children), (2) positive emotional tone (e.g., relaxed and happy), (3) rules, expectations, and routines (e.g., family-style mealtime), (4) operations of a PME (i.e., eating, socialization, and learning), and (5) both short- and long-term outcomes of a PME. With this PME framework, researchers may be able to enhance the effectiveness of nutrition interventions related to a PME, focusing on the factors in the conceptual framework as well as barriers associated with achieving these factors.}, journal={APPETITE}, author={Mita, Satoko C. and Gray, Samuel A. and Goodell, L. Suzanne}, year={2015}, month={Jul}, pages={37–44} }
 @article{hughes_power_johnson_parker_beck_overath_betz_goodell_lanigan_2015, title={Development of a Family Focused Child Obesity Prevention Program}, volume={47}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2015.04.294}, DOI={10.1016/J.JNEB.2015.04.294}, abstractNote={The objective was to use coded data from direct observation of low-income family meals and information from focus groups to inform the development of curriculum for a seven week family intervention program. Parent, child, and family sessions were developed for African-American and Hispanic low-income families with preschoolers. Parent sessions included: Introduction, Trying New Foods (how do children develop preferences), Internal Cues of Hunger and Fullness (how do children decide when they’ve had enough to eat; how do parents know when their child has had enough to eat), Portion Sizes (how do parents decide what is an appropriate portion for preschoolers) Structure of the Environment (outside influences), Structure of the Home Environment (structure of the home meal), and Review (responsive feeding). Extensive curriculum was developed for each of the seven parent sessions and included fun and engaging videos incorporated into the content. The seven child sessions included activities targeting trying new foods and identifying internal cues similar to the content in the parent sessions. Fun and engaging dolls were crafted to help teach children to identify and describe cues of hunger and fullness. Family sessions were developed as well with the parents and children focusing on what they learned in their individual sessions. Programs are being implemented in the states of Washington and Texas by trained parent and child facilitators. A total of 6 to 8 parent-child dyads are enrolled in each intervention arm and 6-8 parent-child dyads are enrolled in each control arm receiving no intervention. Recruiting from Head Start or low-income nutrition programs in each state, five programs have been completed to date with a total of 79 parent-child dyads having completed the program (42 in intervention groups and 37 in control groups). Programs will continue in each state for the coming year and possibly into the following year.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Hughes, Sheryl and Power, T. and Johnson, S. and Parker, L. and Beck, A. and Overath, I. and Betz, D. and Goodell, L.S. and Lanigan, J.}, year={2015}, month={Jul}, pages={S106} }
 @article{power_hughes_goodell_johnson_duran_williams_beck_frankel_2015, title={Feeding practices of low-income mothers: how do they compare to current recommendations?}, volume={12}, ISSN={["1479-5868"]}, DOI={10.1186/s12966-015-0179-3}, abstractNote={Despite a growing consensus on the feeding practices associated with healthy eating patterns, few observational studies of maternal feeding practices with young children have been conducted, especially in low-income populations. The aim of this study was to provide such data on a low income sample to determine the degree to which observed maternal feeding practices compare with current recommendations.Eighty low-income mothers and their preschool children were videotaped at dinner in their homes. Mothers were chosen from a larger study to create a 2 X 2 X 2 design: maternal ethnicity (African American vs. Latina) by child gender by child weight status (healthy weight vs. overweight/obese). Observers coded videotapes for a range of maternal feeding strategies and other behaviors.Many mothers spent considerable time encouraging eating--often in spite of the child's insistence that he or she was finished. Mothers talked little about food characteristics, rarely referred to feelings of hunger and fullness, and made more attempts to enforce table manners than to teach eating skills. Latina mothers showed higher levels of teaching eating skills and encouraging their children to eat; African American mothers showed higher levels of enforcing table manners and getting children to clear their plates. Mothers of boys used more unelaborated commands and less questions/suggestions than mothers of girls. Finally, compared to mothers of overweight/obese children, mothers of healthy weight children showed higher levels of encouraging eating and lower levels of discouraging eating.Most of the mothers in this study did not engage in feeding practices that are consistent with current recommendations. They did this, despite the fact that they knew they were being observed. These results should be used to inform future research about the motivations behind mothers' feeding practices and the development of interventions by helping identify areas in greatest need of change.}, journal={INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY}, author={Power, Thomas G. and Hughes, Sheryl O. and Goodell, L. Suzanne and Johnson, Susan L. and Duran, J. Andrea Jaramillo and Williams, Kimberly and Beck, Ashley D. and Frankel, Leslie A.}, year={2015}, month={Mar} }
 @article{johnson_goodell_williams_power_hughes_2015, title={Getting my child to eat the right amount. Mothers' considerations when deciding how much food to offer their child at a meal}, volume={88}, ISSN={["1095-8304"]}, DOI={10.1016/j.appet.2014.12.004}, abstractNote={Feeding young children successfully requires parenting skills, trust that children will eat, and nutrition and child development knowledge to ensure that foods and the amounts offered are developmentally appropriate. Mothers are often responsible for determining how much food is offered to their children; however, the influences on mothers' decisions regarding how much to offer their children – their motivations, goals for feeding and child consumption – have not been investigated. Study aims included gathering qualitative data regarding mothers' decisional processes related to preparing a dinner meal plate for her preschooler. Low income mothers (n = 15 African American and n = 15 Latina mothers) were recruited from preschools in the Denver, CO metropolitan area to participate in semi-structured interviews. Mothers prepared a plate for their preschooler and were asked about influences on their decisions about portion sizes and their expectations for children's eating. Data were coded by 2 independent coders using a consensus coding process and analyzed by investigators. Three themes emerged: (1) portion sizes differ for children who are "good" eaters and "picky" eaters; (2) mothers know the "right amounts" to serve their child; and (3) mothers have emotional investments in their children's eating. Some influencing factors were child-centered (e.g. child's likes and dislikes, "picky" and "good" eaters, and foods previously eaten in the day) and some related to adult expectations and concerns (nutrient content and waste). Interventions focusing on portion size may be more effective if tailored to the mothers' perceptions regarding her child's eating characteristics.}, journal={APPETITE}, author={Johnson, Susan L. and Goodell, L. Suzanne and Williams, Kimberly and Power, Thomas G. and Hughes, Sheryl O.}, year={2015}, month={May}, pages={24–32} }
 @article{peterson_willden_goodell_carraway-stage_2015, title={Impact of Federal, State, and Center Policies and Regulations on Nutrition Education in North Carolina Head Start Preschools}, volume={47}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2015.04.177}, DOI={10.1016/J.JNEB.2015.04.177}, abstractNote={The purpose of this study was to explore federal, state, and center-level policies and regulations and their affect on nutrition education in North Carolina-based Head Start preschools. Researchers conducted 63 semi-structured phone interviews with North Carolina Head Start teachers (n=32) and Health/Nutrition Coordinators (n=31). All interviews were transcribed and coded for emergent themes. Interrelated themes were condensed and aligned within a substantive-level grounded theory model. Researchers triangulated the findings by reading federal and state policies capable of impacting nutrition education; triangulation helped researchers distinguish between the actual policies versus participant perceived policies. Researchers identified four primary interrelated themes that impacted teachers ability to teach nutrition education including: classroom-based factors (e.g. federal education policies, state sanitation policies, teacher- and child-related factors), mealtime-related factors (e.g. federal mealtime requirements, quality of meals served, mealtime education), administrative-related factors (e.g. administrative priority, oversight), and policy perceptions (e.g. job-related responsibilities, policy interpretations, policy changes). Findings indicated that the provision of quality nutrition education is impacted by a multitude of policies and regulations; state-and center-level policies posed the greatest barriers for teachers and administrators. For instance, some teachers could not follow federal recommendations of educating children through hands-on food activities because of local sanitation and safety regulations. Despite policies being in place to facilitate education, development, and child safety, the cumulative effect of multiple policies and regulations may impose unintended limitations on teacher’s ability to provide quality nutrition education to preschool children. Future research is needed to explore the origin and impacts of center-level policies on nutrition education.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Peterson, Amanda D. and Willden, S. and Goodell, L.S. and Carraway-Stage, V.}, year={2015}, month={Jul}, pages={S67} }
 @article{cooke_ash_nietfeld_fogleman_goodell_2015, title={Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy}, volume={47}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2015.04.013}, DOI={10.1016/J.JNEB.2015.04.013}, abstractNote={The purpose of this study was to determine the effect of a service-learning (SL) course on student self-efficacy (SE) in teaching nutrition in the community. Students in the experimental group (n=20) were enrolled in a Community Nutrition SL course, and students in the control group were in a Public Health Nutrition non-SL course (n=63). To build SE, students need to practice their skills in an appropriate setting. Service-learning, a pedagogy combining academic learning with service in the community, is an ideal framework for this preparation. The SL course consisted of a 6-week pre-SL training designed to increase SE through skills-based training, observation, and practice and a 6-week SL experience in which students taught a pre-packaged curriculum in the community. Researchers developed the Self-Efficacy in Teaching Nutrition in the Community (SET-NC) survey to evaluate changes in student SE for teaching nutrition in the community. Experimental and control groups took the SET-NC survey three times during the semester. Using time 1 as a covariant, results from a repeated measures ANCOVA indicated the experimental group had significantly higher SE scores than the control group at both time 2 (p=0.008) and time 3 (p<0.001). The SL course increased students’ SE in teaching nutrition in the community, and other nutrition and dietetics programs may benefit from a similar SL course design. Researchers are currently validating the SET-NC survey in a nationwide population to provide a useful tool for measuring students’ SE in teaching nutrition in the community.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Cooke, Natalie K. and Ash, S.L. and Nietfeld, J. and Fogleman, A. and Goodell, L.S.}, year={2015}, month={Jul}, pages={S4} }
 @article{cooke_nietfeld_goodell_2015, title={The Development and Validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey}, volume={11}, ISSN={["2153-2176"]}, DOI={10.1089/chi.2014.0103}, abstractNote={BACKGROUND
Physicians can play an important role in preventing and treating childhood obesity. There are currently no validated measures of medical students' self-efficacy in these skills; therefore, we sought to develop a valid and reliable computerized survey to measure medical students' self-efficacy in skills needed to prevent and treat childhood obesity.


METHODS
We developed the Childhood Obesity Prevention Self-Efficacy (COP-SE) survey with input from two expert panels and cognitive interviews with medical students. We administered the 43-item COP-SE computerized survey to a nation-wide sample of medical students.


RESULTS
The final sample consisted of 444 medical students from 53 medical schools. Exploratory factor analysis revealed a two-factor structure with a correlation of 0.637 between factors and high reliability within factors. The correlation between the COP-SE and a measure of general self-efficacy was moderate (0.648), and reliability within factors was high (Factor 1=0.946; Factor 2=0.927).


CONCLUSIONS
The 18-item COP-SE is a valid and reliable measure of childhood obesity prevention self-efficacy. Factor 1 assesses self-efficacy in nutrition counseling, and Factor 2 measures self-efficacy to assess readiness to change and initiate nutrition lifestyle changes. The correlation between the COP-SE and a measure of general self-efficacy indicates that the COP-SE is a distinct, valid assessment of domain-specific self-efficacy. The high reliability of items within factors indicates the items measure the same constructs. Therefore, medical schools can use this valid and reliable instrument as a formative or summative assessment of students' self-efficacy in childhood obesity prevention and treatment.}, number={2}, journal={CHILDHOOD OBESITY}, author={Cooke, Natalie K. and Nietfeld, John L. and Goodell, L. Suzanne}, year={2015}, month={Apr}, pages={114–121} }
 @article{hughes_power_johnson_goodell_2014, title={Direct Observation of Parent-Child Dinner Interactions Based on Self-Reported Feeding Styles}, volume={46}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2014.04.199}, DOI={10.1016/J.JNEB.2014.04.199}, abstractNote={Our aim was to further validate the Caregiver's Feeding Styles Questionnaire through direct observation of low-income Hispanic and African-American parent-child interactions during the dinner meal. Dinnertime videotapes on eighty families equally distributed on child ethnicity, gender, and weight status were coded using a coding system adapted from a general parenting paradigm. Self-reported feeding styles differed in observed behavior. Authoritarian parents encouraged eating and forced compliance. Authoritative parents used low directive strategies. Authoritative parents engaged in non-influencing conversation. Uninvolved mothers made unelaborated commands. Knowing what actually takes place during dinnertime in low-income families will inform the development of effective interventions.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Hughes, Sheryl O. and Power, T.G. and Johnson, S.L. and Goodell, L.S.}, year={2014}, month={Jul}, pages={S193} }
 @article{leak_benavente_goodell_lassiter_jones_bowen_2014, title={EFNEP Graduates' Perspectives on Social Media to Supplement Nutrition Education: Focus Group Findings From Active Users}, volume={46}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2014.01.006}, abstractNote={Objective To identify ways to effectively use social media to communicate nutrition-related information to low-income populations. Methods The authors conducted 4 focus groups with female Expanded Food and Nutrition Education Program graduates who used social media at least twice a week (n = 26 total). Transcripts were analyzed using the constant comparative method to identify key themes. Results For participants, page content, page maintenance, and networking opportunities with others were important aspects of a nutrition education social media page. Trust emerged as a central theme, because participants expressed a need for reliable information from known, credible sources and safe places to share ideas. Conclusions and Implications Using social media to provide nutrition-related messages may be an effective way to encourage sustained positive behavior changes resulting from educational programming and to engage participants beyond class time. Establishing the trustworthiness of the social media site is essential to its use among low-income participants.}, number={3}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Leak, Tashara M. and Benavente, Lisa and Goodell, L. Suzanne and Lassiter, Annie and Jones, Lorelei and Bowen, Sarah}, year={2014}, pages={203–208} }
 @article{carraway-stage_spangler_borges_goodell_2014, title={Evaluation of a pictorial method to assess liking of familiar fruits and vegetables among preschool children}, volume={75}, ISSN={["1095-8304"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84892474658&partnerID=MN8TOARS}, DOI={10.1016/j.appet.2013.12.011}, abstractNote={Research suggests fruit and vegetable (FV) preferences greatly influence on FV intake. Methods for assessing children's FV preference in a reliable and valid manner are needed. The purpose of this study was to develop a practical, reliable, and valid method for evaluating FV liking among preschool-aged children using photographs. Authors formatively assessed a series of digital FV photographs and hedonic scales to develop content for the liking measure. The measure for assessment included 20 high-quality, digital photographs presenting 13 FVs. A non-gendered 5-point face scale (super yummy to super yucky) was chosen to determine level of liking. We used this measure to establish reliability (i.e., test re-test) and concurrent validity (i.e., photograph versus tasting experience) of the pictorial method. Data were analyzed using Spearman's Rho Correlation Coefficients and Wilcoxon signed-rank tests. The measure demonstrated varying levels of reliability/validity for individual FV items and the fruit scale; however, the vegetable scale and collapsed FV scale were determined to be valid measures. Authors recommended the removal of one weak pictorial fruit item (halved peach) from the fruit and FV scales to improve validity. The final recommended measure included 19 high-quality, digital photographs presenting 12 FVs. The pictorial FV measure and subscales may be useful for assessing FV liking among groups of preschool-aged children within the studied population. Additional research is needed to further validate the use of the pictorial FV measures in a larger, more generalizable sample.}, journal={APPETITE}, author={Carraway-Stage, Virginia and Spangler, Hillary and Borges, Michelle and Goodell, L. Suzanne}, year={2014}, month={Apr}, pages={11–20} }
 @article{iwaki_gussow_contento_goodell_2014, title={Gateway to Green: The Family Experience of Community Supported Agriculture}, volume={46}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2014.04.285}, DOI={10.1016/J.JNEB.2014.04.285}, abstractNote={ObjectiveTo understand how family participation in a Community Supported Agriculture (CSA) program affects families' food and environmental behaviors and identities.Study Design, Setting, Participants, and InterventionQualitative study using semi-structured interviews of 36 families in Manhattan, a total of 51 adults and 14 children, with active CSA memberships during the 2012 season.Outcome, Measures and AnalysisA grounded theory approach was used to construct a model of how CSA membership affects families. Interviews were transcribed and coded using line-by-line, in-vivo, focused, axial, and theoretical codes using Atlas.ti software.ResultsAfter joining a CSA, families hit a "learning curve", in which they must learn to adapt to the structure of getting a weekly bounty of fresh vegetables. The steepness and duration of the learning curve depended on families' skills in the kitchen and on their ability to consume large quantities of sometimes unfamiliar vegetables. Once families traversed the learning curve, CSAs became part of who they are. However, the CSA journey did not end there. As they navigated the CSA learning curve, families reported subtle and gradual changes in their environmental attitudes and beliefs and hence their environmental identities. Families aspired to meet new "someday" goals such as canning fruits and pickling vegetables or composting their food waste.Conclusions and ImplicationsThrough participation in CSAs, families changed their shopping, cooking, and eating behaviors and became more environmentally conscious. The CSA journey model can help CSAs better support member families, especially new members, and inform further research into the effects of CSAs on food and environmental behaviors and identity.FundingNone ObjectiveTo understand how family participation in a Community Supported Agriculture (CSA) program affects families' food and environmental behaviors and identities. To understand how family participation in a Community Supported Agriculture (CSA) program affects families' food and environmental behaviors and identities. Study Design, Setting, Participants, and InterventionQualitative study using semi-structured interviews of 36 families in Manhattan, a total of 51 adults and 14 children, with active CSA memberships during the 2012 season. Qualitative study using semi-structured interviews of 36 families in Manhattan, a total of 51 adults and 14 children, with active CSA memberships during the 2012 season. Outcome, Measures and AnalysisA grounded theory approach was used to construct a model of how CSA membership affects families. Interviews were transcribed and coded using line-by-line, in-vivo, focused, axial, and theoretical codes using Atlas.ti software. A grounded theory approach was used to construct a model of how CSA membership affects families. Interviews were transcribed and coded using line-by-line, in-vivo, focused, axial, and theoretical codes using Atlas.ti software. ResultsAfter joining a CSA, families hit a "learning curve", in which they must learn to adapt to the structure of getting a weekly bounty of fresh vegetables. The steepness and duration of the learning curve depended on families' skills in the kitchen and on their ability to consume large quantities of sometimes unfamiliar vegetables. Once families traversed the learning curve, CSAs became part of who they are. However, the CSA journey did not end there. As they navigated the CSA learning curve, families reported subtle and gradual changes in their environmental attitudes and beliefs and hence their environmental identities. Families aspired to meet new "someday" goals such as canning fruits and pickling vegetables or composting their food waste. After joining a CSA, families hit a "learning curve", in which they must learn to adapt to the structure of getting a weekly bounty of fresh vegetables. The steepness and duration of the learning curve depended on families' skills in the kitchen and on their ability to consume large quantities of sometimes unfamiliar vegetables. Once families traversed the learning curve, CSAs became part of who they are. However, the CSA journey did not end there. As they navigated the CSA learning curve, families reported subtle and gradual changes in their environmental attitudes and beliefs and hence their environmental identities. Families aspired to meet new "someday" goals such as canning fruits and pickling vegetables or composting their food waste. Conclusions and ImplicationsThrough participation in CSAs, families changed their shopping, cooking, and eating behaviors and became more environmentally conscious. The CSA journey model can help CSAs better support member families, especially new members, and inform further research into the effects of CSAs on food and environmental behaviors and identity. Through participation in CSAs, families changed their shopping, cooking, and eating behaviors and became more environmentally conscious. The CSA journey model can help CSAs better support member families, especially new members, and inform further research into the effects of CSAs on food and environmental behaviors and identity.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Iwaki, Tomoko and Gussow, J.D. and Contento, I.R. and Goodell, S.}, year={2014}, month={Jul}, pages={S186–S187} }
 @article{johnson_hughes_cui_li_allison_liu_goodell_nicklas_power_vollrath_2014, title={Portion sizes for children are predicted by parental characteristics and the amounts parents serve themselves}, volume={99}, ISSN={["1938-3207"]}, DOI={10.3945/ajcn.113.078311}, abstractNote={BACKGROUND
Children's energy intakes are influenced by the portions they are served. Factors influencing the amounts adults offer children are not well described.


OBJECTIVE
We assessed whether the amounts that were served to and consumed by children at meals were related to amounts that parents served themselves.


DESIGN
In this repeated-measures, cross-sectional observational study, 145 parents and their preschoolers (82 Hispanic, 57 African American, 6 unidentified) were recruited from Head Start settings in Houston, TX. The amounts served to and consumed by children and parents during 3 at-home evening meals were measured and analyzed. We assessed children's and parents' heights and weights, and body mass indexes (BMIs) were calculated. Associations between portions served for parents and children and between amounts served to and consumed by children were evaluated. Multiple linear regression was used to determine whether maternal characteristics (race-ethnicity, sociodemographic factors, and caregivers' BMIs) predicted the amounts caregivers served to children.


RESULTS
The amounts that parents served themselves were significantly associated with the amounts that they served to their children (r = 0.51, P < 0.0001). Multiple regression analysis showed that African American parents (compared with Hispanics) served more food to themselves and to their children (P < 0.01, R² = 6.9%) and that employed (compared with unemployed) parents served more food to their children (P = 0.025, R² = 3.3%). The amounts served to children were strongly associated with the amounts children consumed (r = 0.88, P < 0.0001). When parents served more to themselves, they also served more to their children (P < 0.001).


CONCLUSIONS
These findings underscore the strong relation between portions offered by caregivers and the amounts children consume at a meal and suggest that factors unrelated to the child (such as the amount a parent serves himself or herself) are important predictors of children's consumption. Efforts aimed at improving parents' recognition of developmentally appropriate portions for young children could be useful for future obesity-prevention efforts.}, number={4}, journal={AMERICAN JOURNAL OF CLINICAL NUTRITION}, author={Johnson, Susan L. and Hughes, Sheryl O. and Cui, Xiangqin and Li, Xuelin and Allison, David B. and Liu, Yan and Goodell, L. Suzanne and Nicklas, Theresa and Power, Thomas G. and Vollrath, Kirstin}, year={2014}, month={Apr}, pages={763–770} }
 @article{peterson_carraway-stage_bechar_goodell_carraway-stage_2014, title={Teacher and Administrator Perceptions of Nutrition Education During Mealtime in Head Start Preschools}, volume={46}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2014.04.125}, DOI={10.1016/J.JNEB.2014.04.125}, abstractNote={ObjectiveMealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools.Study Design, Setting, Participants, and InterventionResearchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31).Outcome, Measures and AnalysisTranscribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model.ResultsFindings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education.Conclusions and ImplicationsImplementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children.FundingNone ObjectiveMealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools. Mealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools. Study Design, Setting, Participants, and InterventionResearchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31). Researchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31). Outcome, Measures and AnalysisTranscribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model. Transcribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model. ResultsFindings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education. Findings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education. Conclusions and ImplicationsImplementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children. Implementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Peterson, Amanda and Carraway-Stage, Virginia and Bechar, N. and Goodell, S.L. and Carraway-Stage, V.}, year={2014}, month={Jul}, pages={S144} }
 @article{kavanagh_burney_greer_suzanne goodell_graves_bower_lou_nicklas_2014, title={Three-Phased Project for Reducing Modifications to Bottles of Prepared Infant Formula: Bottle Content Analysis, Development of Consumer-tested Messages, and RCT to Assess Impact-Preliminary Results of Phase III}, volume={46}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2014.04.203}, DOI={10.1016/J.JNEB.2014.04.203}, abstractNote={ObjectiveConduct an online RCT evaluating infant-feeding knowledge and behavior change among low-income, formula-feeding mothers of infants < 2 months old, who also report adding infant cereal to formula bottles.DescriptionInfant-feeding attitudes, cereal-in-the-bottle beliefs, and infant intake collected prior to randomization to one of three groups: intervention 1 (education-only), intervention 2 (education/interactive segments), or control (unrelated education topic). Baseline activities repeated within two weeks of module-completion.EvaluationChange in knowledge and in cereal added to bottles.Conclusions and ImplicationsProject will result in target-audience informed and tested infant-feeding core nutrition messages.FundingUSDA Grant #2010-85215-20663 ObjectiveConduct an online RCT evaluating infant-feeding knowledge and behavior change among low-income, formula-feeding mothers of infants < 2 months old, who also report adding infant cereal to formula bottles. Conduct an online RCT evaluating infant-feeding knowledge and behavior change among low-income, formula-feeding mothers of infants < 2 months old, who also report adding infant cereal to formula bottles. DescriptionInfant-feeding attitudes, cereal-in-the-bottle beliefs, and infant intake collected prior to randomization to one of three groups: intervention 1 (education-only), intervention 2 (education/interactive segments), or control (unrelated education topic). Baseline activities repeated within two weeks of module-completion. Infant-feeding attitudes, cereal-in-the-bottle beliefs, and infant intake collected prior to randomization to one of three groups: intervention 1 (education-only), intervention 2 (education/interactive segments), or control (unrelated education topic). Baseline activities repeated within two weeks of module-completion. EvaluationChange in knowledge and in cereal added to bottles. Change in knowledge and in cereal added to bottles. Conclusions and ImplicationsProject will result in target-audience informed and tested infant-feeding core nutrition messages. Project will result in target-audience informed and tested infant-feeding core nutrition messages.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Kavanagh, Katie and Burney, J. and Greer, B. and Suzanne Goodell, L. and Graves, R. and Bower, K. and Lou, Z. and Nicklas, J.}, year={2014}, month={Jul}, pages={S194} }
 @article{carraway-stage_henson_dipper_spangler_ash_goodell_2014, title={Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach}, volume={45}, ISSN={1932-5037 2168-3751}, url={http://dx.doi.org/10.1080/19325037.2013.853000}, DOI={10.1080/19325037.2013.853000}, abstractNote={Background Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool classrooms. Methods Between September 2011 and May 2012, investigators conducted 74 in-depth, structured interviews (31 health/nutrition coordinators, 11 center directors, and 32 teachers). Participant interviews were recorded in digital audio format and transcribed verbatim. Results Researchers condensed identified interrelated themes into 4 categories within a substantive-level model. Outcomes revealed that teacher training/education, funding, and policies/regulations were the core factors influencing the quality and quantity of nutrition-related instruction. Discussion The proposed model establishes a framework for understanding the state of nutrition education in the preschool environment. Teachers need more opportunities for training/education in instructional methods and nutrition content; financial support for materials; and clear, supportive policies/regulations. Translation to Health Education Practice Teachers and administrators can use the proposed framework as an objective guide to identify the presence of these barriers in their organizations and to facilitate their ability to work together to improve the quality of nutrition education in the preschool environment.}, number={1}, journal={American Journal of Health Education}, publisher={Informa UK Limited}, author={Carraway-Stage, Virginia and Henson, Sydney R. and Dipper, Allison and Spangler, Hillary and Ash, Sarah L. and Goodell, L. Suzanne}, year={2014}, month={Jan}, pages={52–62} }
 @article{mita_li_goodell_2013, title={A Qualitative Investigation of Teachers' Information, Motivation, and Behavioral Skills for Increasing Fruit and Vegetable Consumption in Preschoolers}, volume={45}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2013.05.001}, abstractNote={Objective Using the Information–Motivation–Behavioral Skills model as a framework, researchers qualitatively assessed preschool teachers' perceived motivation, facilitators, and barriers related to getting preschool children to eat fruits and vegetables (FV). Methods Individual, semi-structured interviews with 28 Head Start teachers in central North Carolina. Results Participants reported the need for FV-related information (Information) to improve FV consumption in children, perceived themselves to be parents at school (Motivation), and reported using conditional rewards and punishment statements to get preschoolers to eat FV (Behavioral Skills). Conclusions and Implications Nutrition educators may use the Information–Motivation–Behavioral Skills model to develop education materials targeting increases in preschoolers' FV consumption. To motivate preschool teachers who see themselves as parents at school (Motivation), nutrition educators can provide teachers with FV-related information that was reported as their needs (Information), and supportive feeding practices (Behavioral Skills) to get preschoolers to consume FV.}, number={6}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Mita, Satoko C. and Li, Eileena and Goodell, L. Suzanne}, year={2013}, pages={793–799} }
 @article{kavanagh_burney_greer_nicklas_goodell_graves_2013, title={Three-phased Project for Reducing Modifications to Bottles of Prepared Infant Formula: Bottle Content Analysis, Development of Consumer-tested Messages, and RCT to Assess Impact – Results of Phase I and Implementation of Phase III}, volume={45}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2013.04.231}, DOI={10.1016/J.JNEB.2013.04.231}, abstractNote={ObjectiveTo assess, via randomized, control trial, impact of 2 consumer-tested messages on infant-feeding knowledge and behavior among low-income mothers of ∼ 2 month old infants.DescriptionNinety mothers will be recruited. At approximately 2 months of infant age, infant-feeding knowledge and attitudes and infant intake will be collected prior to random assignment to receive either 1 of 2 nutrition-education modules or a control (home-safety-preparation) module. Baseline activities will be repeated within two weeks of module-receipt.EvaluationThe outcomes of interest are post-intervention knowledge and behavior change.Conclusions and ImplicationsThis project will result in development of target-audience informed and tested infant-feeding core nutrition messages.FundingUSDA Grant #2010-85215-20663. ObjectiveTo assess, via randomized, control trial, impact of 2 consumer-tested messages on infant-feeding knowledge and behavior among low-income mothers of ∼ 2 month old infants. To assess, via randomized, control trial, impact of 2 consumer-tested messages on infant-feeding knowledge and behavior among low-income mothers of ∼ 2 month old infants. DescriptionNinety mothers will be recruited. At approximately 2 months of infant age, infant-feeding knowledge and attitudes and infant intake will be collected prior to random assignment to receive either 1 of 2 nutrition-education modules or a control (home-safety-preparation) module. Baseline activities will be repeated within two weeks of module-receipt. Ninety mothers will be recruited. At approximately 2 months of infant age, infant-feeding knowledge and attitudes and infant intake will be collected prior to random assignment to receive either 1 of 2 nutrition-education modules or a control (home-safety-preparation) module. Baseline activities will be repeated within two weeks of module-receipt. EvaluationThe outcomes of interest are post-intervention knowledge and behavior change. The outcomes of interest are post-intervention knowledge and behavior change. Conclusions and ImplicationsThis project will result in development of target-audience informed and tested infant-feeding core nutrition messages. This project will result in development of target-audience informed and tested infant-feeding core nutrition messages.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Kavanagh, Katie and Burney, J. and Greer, B. and Nicklas, J. and Goodell, L.S. and Graves, R.}, year={2013}, month={Jul}, pages={S85} }
 @article{goodell_pierce_amico_ferris_2012, title={Parental Information, Motivation, and Behavioral Skills Correlate with Child Sweetened Beverage Consumption}, volume={44}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2010.07.012}, abstractNote={Objective To evaluate fit of the Information-Motivation-Behavioral Skills (IMB) model applied to sweetened beverage (SB) consumption in children. Design Cross-sectional. Parents completed a home beverage inventory and IMB survey regarding SB consumption. Setting Health fairs, Special Supplemental Nutrition Program for Women, Infants, and Children clinics. Participants Convenience sample of 198 parents of low socioeconomic status. Main Outcome Measures Independent variables included scores from 3 indices calculated from the IMB survey, information, motivation, and behavioral skills. The dependent variable was average child daily caloric consumption from SB consumption calculated from the home beverage inventory. Analysis Structural equation modeling. Results Parental information had direct and indirect negative relationships with SB consumption. Parental motivation was only indirectly associated with SB consumption mediated through behavioral skills. Parental behavioral skills had a negative correlation with SB consumption. Conclusions and Implications In applying the IMB model to SB consumption, the authors found preliminary support for relationships between parental information, motivation, behavioral skills, and child SB consumption. Application of this model shows promise in identifying the complex interactions between factors influencing consumption behaviors. As nutrition educators frequently desire to alter behaviors, use of the IMB model may help with both targeting and assessment efforts.}, number={3}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Goodell, L. Suzanne and Pierce, Michelle B. and Amico, K. Rivet and Ferris, Ann M.}, year={2012}, pages={240–245} }
 @article{nicklas_carol e. o'neil_stuff_goodell_liu_martin_2012, title={Validity and Feasibility of a Digital Diet Estimation Method for Use with Preschool Children: A Pilot Study}, volume={44}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2011.12.001}, abstractNote={Objective The goal of the study was to assess the validity and feasibility of a digital diet estimation method for use with preschool children in Head Start. Methods Preschool children and their caregivers participated in validation (n = 22) and feasibility (n = 24) pilot studies. Validity was determined in the metabolic research unit using actual gram weight measurements as the reference method. Feasibility of using the digital diet estimation method was determined in Head Start and in the home by assessing 3 separate lunch and dinner meals. Results The average correlation between estimated weights and actual weights was 0.96 (P < .001), and the average mean difference was 10.6 g. The digital diet estimates were 5% lower than the actual weights. Conclusions and Implications The digital diet estimation method may be a valid and feasible method for assessing food intake of preschool children.}, number={6}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Nicklas, Theresa A. and Carol E. O'Neil and Stuff, Janice and Goodell, Lora Suzanne and Liu, Yan and Martin, Corby K.}, year={2012}, pages={618–623} }
 @article{goodell_2011, title={Cooperative Learning in Nutrition Through the Life Cycle: An Inside-Out Approach to Classroom Instruction}, volume={43}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/j.jneb.2011.03.054}, DOI={10.1016/j.jneb.2011.03.054}, abstractNote={To increase undergraduate student ability to achieve higher-level learning outcomes through an alternative classroom teaching technique, cooperative learning.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Goodell, L. Suzanne}, year={2011}, month={Jul}, pages={S16} }
 @article{cooke_goodell_2011, title={Engaging Community Nutrition Students Through an In-depth Service-Learning Experience}, volume={43}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/j.jneb.2011.03.055}, DOI={10.1016/j.jneb.2011.03.055}, abstractNote={To strengthen students' ability to apply classroom content through community engagement opportunities.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Cooke, Natalie and Goodell, L. Suzanne}, year={2011}, month={Jul}, pages={S16} }
 @article{carraway-stage_goodell_2011, title={Engaging Preschool Children with Inquiry-Based Nutrition Education}, volume={43}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/j.jneb.2011.03.085}, DOI={10.1016/j.jneb.2011.03.085}, abstractNote={To develop a hands-on, inquiry-based nutrition education curriculum for preschool-aged children that encourages exploration and tasting of fruits and vegetables in a positive classroom environment.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Carraway-Stage, Virginia and Goodell, L. Suzanne}, year={2011}, month={Jul}, pages={S27} }
 @article{nicklas_goh_goodell_acuff_reiher_buday_ottenbacher_2011, title={Impact of Commercials on Food Preferences of Low-income, Minority Preschoolers}, volume={43}, ISSN={["1499-4046"]}, DOI={10.1016/j.jneb.2009.11.007}, abstractNote={Objective To determine whether fruit and vegetable (FV) commercials have an impact on preschool children's preferences for specific FV. Design A year of extensive formative assessment was conducted to develop 2 30-second commercials: "Judy Fruity" promoted apples and bananas and "Reggie Veggie" promoted broccoli and carrots. The commercials were embedded into a 15-minute TV program. Fruit and vegetable preferences were assessed before and after 4 exposures to each of the commercials. Setting Four Head Start centers in Houston, Texas. Participants One hundred eighty-three preschool children (39% African American; 61% Hispanic American). Main Outcome Measures Assessment of whether FV preferences were significantly higher in the treatment group than the control group, controlling for baseline FV preferences, age, race, and intervention dose in the model. Analysis A general linear model was used. Results There was a significantly higher preference for broccoli and carrots (P = .02) in the intervention group compared to the control group after multiple exposures to the vegetable commercial. Conclusions and Implications Data suggest that commercials promoting vegetables may be an effective strategy to influence young children's preferences for vegetables. This may not be the case with fruit preferences, which are already high in this age group.}, number={1}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Nicklas, Theresa A. and Goh, Eugenia Tsuei and Goodell, L. Suzanne and Acuff, Daniel S. and Reiher, Robert and Buday, Richard and Ottenbacher, Allison}, year={2011}, pages={35–41} }
 @article{reicks_ballejos_goodell_gunther_richards_wong_auld_boushey_bruhn_cluskey_et al._2011, title={Individual and Family Correlates of Calcium-Rich Food Intake among Parents of Early Adolescent Children}, volume={111}, ISSN={["0002-8223"]}, DOI={10.1016/j.jada.2010.11.020}, abstractNote={Most adults do not meet calcium intake recommendations. Little is known about how individual and family factors, including parenting practices that influence early adolescents' intake of calcium-rich foods, affect calcium intake of parents. This information could inform the development of effective nutrition education programs.To identify individual and family factors associated with intake of calcium-rich foods among parents of early adolescents (aged 10 to 13 years).A cross-sectional survey was used with 14 scales to assess attitudes/preferences and parenting practices regarding calcium-rich foods and a calcium-specific food frequency questionnaire (2006-2007).A convenience sample of self-reporting non-Hispanic white, Hispanic, and Asian (n=661) parents was recruited in nine states. Parents were the primary meal planner/preparer and completed questionnaires in homes or community settings.Predictors of calcium intake from three food groupings-all food sources, dairy foods, and milk.Multivariate regression analyses identified demographic, attitude/preference, and behavioral factors associated with calcium intake.Most respondents were women (∼90%) and 38% had a college degree. Education was positively associated with calcium intake from all three food groupings, whereas having an Asian spouse compared to a non-Hispanic white spouse was negatively associated with calcium intake only from all food sources and from dairy foods. Expectations for and encouragement of healthy beverage intake for early adolescents were positively associated with calcium intake from dairy foods and milk, respectively. Parental concern regarding adequacy of intake was negatively associated, whereas perception of health benefits from calcium-rich foods was positively associated with calcium intake from all food sources and from dairy foods. Between 20% and 32% of the variance in calcium intake from all food groupings was explained in these models.Individual factors and positive parenting practices may be important considerations for nutrition education programs targeted to parents.}, number={3}, journal={JOURNAL OF THE AMERICAN DIETETIC ASSOCIATION}, author={Reicks, Marla and Ballejos, Miriam Edlefsen and Goodell, L. Suzanne and Gunther, Carolyn and Richards, Rickelle and Wong, Siew Sun and Auld, Garry and Boushey, Carol J. and Bruhn, Christine and Cluskey, Mary and et al.}, year={2011}, month={Mar}, pages={376–384} }
 @article{reicks_degeneffe_ghosh_bruhn_goodell_gunther_auld_ballejos_boushey_cluskey_et al._2012, title={Parent calcium-rich-food practices/perceptions are associated with calcium intake among parents and their early adolescent children}, volume={15}, ISSN={["1475-2727"]}, DOI={10.1017/s1368980011001133}, abstractNote={AbstractObjectiveThe study aimed to (i) segment parents of early adolescents into subgroups according to their Ca-rich-food (CRF) practices and perceptions regarding early adolescent CRF intake and (ii) determine whether Ca intake of parents and early adolescents differed by subgroup.DesignA cross-sectional convenience sample of 509 parents and their early adolescent children completed a questionnaire in 2006–2007 to assess parent CRF practices and perceptions and to estimate parent and child Ca intakes.SettingSelf-administered questionnaires were completed in community settings or homes across nine US states.SubjectsParents self-reporting as Asian, Hispanic or non-Hispanic White with a child aged 10–13 years were recruited through youth or parent events.ResultsThree parent CRF practice/perception segments were identified, including ‘Dedicated-Milk Providers/Drinkers’ (49 %), ‘Water Regulars’ (30 %) and ‘Sweet-Drink-Permissive Parents’ (23 %). Dedicated-Milk Providers/Drinkers were somewhat older and more likely to be non-Hispanic White than other groups. Ca intakes from all food sources, milk/dairy foods and milk only, and milk intakes, were higher among early adolescent children of Dedicated-Milk Providers/Drinkers compared with early adolescents of parents in other segments. Soda pop intakes were highest for early adolescents with parents in the Water Regulars group than other groups. Dedicated-Milk Providers/Drinkers scored higher on culture/tradition, health benefits and ease of use/convenience subscales and lower on a dairy/milk intolerance subscale and were more likely to report eating family dinners daily than parents in the other groups.ConclusionsParent education programmes should address CRF practices/perceptions tailored to parent group to improve Ca intake of early adolescent children.}, number={2}, journal={PUBLIC HEALTH NUTRITION}, author={Reicks, Marla and Degeneffe, Dennis and Ghosh, Koel and Bruhn, Christine and Goodell, L. Suzanne and Gunther, Carolyn and Auld, Garry and Ballejos, Miriam and Boushey, Carol and Cluskey, Mary and et al.}, year={2012}, month={Feb}, pages={331–340} }
 @article{chika_ash_grossman_bradley_goodell_2011, title={Service-Learning: Multidisciplinary Approach to Teaching College Students about Community Food Security}, volume={43}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/j.jneb.2011.03.061}, DOI={10.1016/j.jneb.2011.03.061}, abstractNote={With a multidisciplinary approach, this course exposed students to issues in community food security (CFS), focusing on how all community residents obtain safe, culturally acceptable, and nutritional diets through sustainable practices.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Chika, Satoko and Ash, Sarah and Grossman, Julie and Bradley, Lucy and Goodell, L. Suzanne}, year={2011}, month={Jul}, pages={S18–S19} }
 @article{goodell_wakefield_ferris_2009, title={Rapid Weight Gain During the First Year of Life Predicts Obesity in 2-3 Year Olds from a Low-income, Minority Population}, volume={34}, ISSN={["1573-3610"]}, DOI={10.1007/s10900-009-9164-6}, abstractNote={As the prevalence of childhood obesity increases, researchers continue to attempt to identify factors contributing to obesity. The purpose of this study was to define the relationship between birth weight, rapid weight gain (RWG), and early childhood obesity in a low-income, inner-city minority population. In this retrospective chart review, researchers documented every medical encounter recorded in the chart from birth to 3 years for 203 3 year old minority children from low-income families living in an urban area. Based on Center for Disease Control and Prevention's growth charts and tables, z-scores at birth, 4 months, and 1 year were calculated and RWG determined. Researchers determined Body Mass Index percentiles at 3 years of age using the last available weight and height between 24 and 38 months of age. Eight percent of children were underweight, 62% were normal weight, 12% were at overweight and 18% were obese. Children who experienced RWG during the first year of life were 9.24 (CI: 3.73-22.91) as likely to become obese as those who did not experience RWG. Neither low birth weight nor being male increased the odds of becoming obese. Low birth weight predicted underweight at 24-38 months. In this high-risk population, children experiencing RWG during the first year of life have a significantly increased risk of being obese during the preschool years. Future research should identify factors leading to RWG, including specific infant feeding practices.}, number={5}, journal={JOURNAL OF COMMUNITY HEALTH}, author={Goodell, L. Suzanne and Wakefield, Dorothy B. and Ferris, Ann M.}, year={2009}, month={Oct}, pages={370–375} }
 @article{goodell_pierce_bravo_ferris_2008, title={Parental Perceptions of Overweight During Early Childhood}, volume={18}, ISSN={["1552-7557"]}, DOI={10.1177/1049732308325537}, abstractNote={Prior to developing an overweight prevention program, researchers examined perceptions of overweight during early childhood among minority, low-socioeconomic status (SES) parents of preschoolers living in Hartford, Connecticut (USA). Content analysis of 10 focus groups (average size = 7) and 18 follow-up interviews revealed parents have a distorted, detached view of clinically defined overweight preschoolers, and they do not include weight in their definition of health. The result is a disconnect in communicating with health care providers regarding overweight during early childhood. Findings suggest that overweight intervention programs will be more effective by focusing on the main concern of parents, which is good health rather than weight. By developing new approaches to communicating the diagnosis and implications of overweight during early childhood, health providers are more likely to be able to work collaboratively with parents to prevent and treat overweight during early childhood.}, number={11}, journal={QUALITATIVE HEALTH RESEARCH}, author={Goodell, L. Suzanne and Pierce, Michelle B. and Bravo, Carolina M. and Ferris, Ann M.}, year={2008}, month={Nov}, pages={1548–1555} }
 @article{nicklas_tsuei-goh_goodell_acuff_reiher_buday_ottenbacher_2008, title={The Impact of Television Commercials on Food Preferences of Preschoolers}, volume={108}, ISSN={0002-8223}, url={http://dx.doi.org/10.1016/j.jada.2008.06.338}, DOI={10.1016/j.jada.2008.06.338}, abstractNote={The participant will be able to describe the effectiveness of television commercials in changing food preferences of preschoolers.}, number={9}, journal={Journal of the American Dietetic Association}, publisher={Elsevier BV}, author={Nicklas, T.A. and Tsuei-Goh, E. and Goodell, L. and Acuff, D.S. and Reiher, R. and Buday, R. and Ottenbacher, A.}, year={2008}, month={Sep}, pages={A112} }
 @article{swanson_roman-shriver_shriver_goodell_2007, title={A Comparison Between Improvers and Non-Improvers Among Children with Anemia Enrolled in the WIC Program}, volume={11}, ISSN={1092-7875 1573-6628}, url={http://dx.doi.org/10.1007/S10995-007-0189-0}, DOI={10.1007/S10995-007-0189-0}, abstractNote={{"Label"=>"OBJECTIVES", "NlmCategory"=>"OBJECTIVE"} To investigate differences between children ages one to five enrolled in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the state of Texas whose anemia status improved and those whose anemia status did not improve. {"Label"=>"METHODS", "NlmCategory"=>"METHODS"} The study involved administration of a survey to a randomly selected stratified sample of parents and guardians of WIC children residing in the eleven public health regions in Texas. Subjects volunteered to complete the survey during a scheduled WIC appointment. A total of 459 usable surveys were completed. Fifty-one percent of the surveys were completed by parents/guardians of children classified as anemia improvers and 49% were completed by parents/guardians of children classified as anemia non-improvers. {"Label"=>"RESULTS AND CONCLUSIONS", "NlmCategory"=>"CONCLUSIONS"} A majority of the respondents were the child's parent (97%). Most of the children were Hispanic/Latino (77%). More non-improvers than improvers were of young age (p < 0.01), had a parent/guardian who was 18-30 years of age (p < 0.01), lived in a household with four or more other children (p = 0.05) and were from households with a very low income (p = 0.03). Compared to improvers, non-improvers ate fewer snacks (p = 0.01) and a greater percentage never consumed dried fruits (p < 0.01). Knowledge level of the parents/guardians was similar for the two groups. A high percentage of parents/guardians of non-improvers incorrectly believed that their child's condition had improved. WIC staff and other public health educators can utilize these findings to identify those children with anemia who are at higher risk for non-improvement.}, number={5}, journal={Maternal and Child Health Journal}, publisher={Springer Science and Business Media LLC}, author={Swanson, B. J. and Roman-Shriver, C. R. and Shriver, B. J. and Goodell, L. S.}, year={2007}, month={Feb}, pages={447–459} }