ArticleCurrent developments in nutrition2020
The Impact of Responsive Feeding Practice Training on Teacher Feeding Behaviors in Tribal Early Care and Education: The Food Resource Equity and Sustainability for Health (FRESH) Study.
Article in Current developments in nutrition, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT03251950 (Food Resource Equity and Sustainability for Health), which is not on this map. Cited by 12 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Food Resource Equity and Sustainability for Health
Who cites it
12 citing papers in PubMed, 2 syntheses or guidelines pooled it, 24 citations in OpenAlex.
- Interventions for increasing fruit and vegetable consumption in children aged five years and under.The Cochrane database of systematic reviews · 2024Pooled it
- Policy, system, and environmental interventions addressing obesity and diet-related outcomes in early childhood education settings: A systematic review.Obesity reviews : an official journal of the International Association for the Study of Obesity · 2023Pooled it
- Trial
- CELEBRATE Feeding: Impacts of a responsive feeding behaviour change coaching intervention in child care settings.Journal of nutritional science · 2026Article
- Implementation strategies used in policy, systems, and environmental interventions addressing obesity-related outcomes in early childhood education settings: a systematic review.Implementation science communications · 2025Review
- Community-Engaged Development of a Nutrition Curriculum: The Go Healthy Indigenous-Supported Agriculture Study.Journal of nutrition education and behavior · 2025Article
- ResponsiveInternational journal of environmental research and public health · 2022Article
- Family child care home providers' self-reported nutrition and physical activity practices, self-efficacy, barriers and knowledge: baseline findings from happy healthy homes.Public health nutrition · 2022Article
- Design and Methods of a Participatory Healthy Eating Intervention for Indigenous Children: The FRESH Study.Frontiers in public health · 2022Article
- Changing the preschool setting to promote healthy energy balance-related behaviours of preschoolers: a qualitative and quantitative process evaluation of the SuperFIT approach.Implementation science : IS · 2021Article
- Development of a Tribally-led Gardening Curriculum for Indigenous Preschool Children: The FRESH Study.Journal of nutrition education and behavior · 2021Article
- Introduction to the Proceedings of the Third Annual Conference on Native American Nutrition.Current developments in nutrition · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 3 institutions in 1 country.
Funding
Abstract
backgroundEstablishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices.
objectiveWe aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma.
methodsNine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions:
resultsA mean ± SD of 5.2 ± 2.0 (total
conclusionsTeacher intervention-only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.