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Journal of Nutrition Education and Behavior � Volume 43, Number 4S1, 2011 Poster Abstracts S39

Description: To develop the textbook and teachingguide, educational experts included professors, elementaryteachers, principals, and supervisors engaged in this study.The contents of the textbook, which consist of 12 lessons,included tasting by the 5 senses, enjoying taste, and eatingtogether. The core of activities was based on an experien-tial learning program. The developed textbook will beapplied to a basic course in sensory education. We imple-mented a pilot study to verify suitability of educationalcontent and activity levels in third-grade students.Evaluation:One hundred thirty-one students completeda self-reported questionnaire after 1 class. The children hada positive attitude about novel food (P < .05). Also, thescore of unfamiliar food such as cucumber, bean, andsweet potato was improved (P < .05, P < .001, and P <.001, respectively). Ninety percent of subjects were inter-ested in the class activity.Conclusions and Implications: If the sensory educa-tion based on this textbook is implemented, it will contrib-ute to improved preference for Korean traditional food andenhance the health of schoolchildren. The education ef-fect was not stable. Thus, it is necessary to develop a text-book for the upper grades.Funding: Seoul Metropolitan Office of Education.

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P70 ‘‘Repeat After Me’’ Engaging RefugeeYouth in Nutrition and Food Safety Educationwithout a TranslatorAshley Peterson, BS, RD, apeter13@utk.edu, University ofTennessee Extension, 800 2nd Avenue North Suite 3,Nashville, TN 37201

Objective: Few engaging and interactive nutrition educa-tion resources exist for teaching newly resettled refugeeswithout the use of a translator. This program developednutrition curriculum materials to be used with low-En-glish-literacy refugee youth. The curriculum built Englishvocabulary skills by introducing basic American nutritionand food safety concepts.Use of Theory or Research: Social cognitive learningtheory guided development of the lessons. Hands-on, in-teractive learning opportunities were incorporated intoeach session.Target Audience: Asian and African refugee school stu-dents aged 10 to 17 years.Description: Eight nutrition education sessions, eachbuilding on the session before, were conducted with re-cently resettled refugee youth at Metropolitan NashvillePublic School District's International Newcomer Academy.Participants had few to no English-language skills. To en-gage learning across the language barrier, a variety of age-appropriate methods were used with each group withoutthe use of a translator: word repetition, word-picture asso-ciations, picture-picture associations, pantomime, games,partner activities, and food tasting.Evaluation: Participants demonstrated understanding bycorrectly using English food andnutrition vocabulary, iden-tifying food pictures, matching foods to food groups, and

pantomiming food safety methods. Teacher observationsindicated strong knowledge retention between sessions.Conclusions and Implications: This program modeloffers potential for helping refugee youth build nutritionvocabulary and maintain healthy eating habits as theyare exposed to American foods. Learners will have opportu-nity to discuss ideas and potential barriers for replicationacross refugee education settings.Funding: Supplemental Nutrition Assistance Program–

Education (SNAP-Ed).

P71 Education and Herbs Help Seniors BetterUtilize Commodity Food PackagesMary Wilson, MS, RD, wilsonm@unce.unr.edu, Universityof Nevada, Reno, 8050 Paradise Road, Las Vegas, NV89123; Angela O'Callaghan, PhD

Objective: Seniors learn new skills to increase self-efficacyand overcome barriers to using commodity foods.Use of Theory or Research: Using the health beliefmodel, Eat Smart Live Strong was developed to assist se-niors to overcome barriers and improve self-efficacy byteaching themhow to grow herbs to enhance the palatabil-ity of commodity foods, particularly fruits and vegetables.Target Audience: Many elderly people are low-income,hungry, or food insecure and in need of nutrition-relatedassistance. Yet only a small proportion of low-income el-derly people participate in the Supplemental NutritionAssistance Program; because of its simplicity and accessibil-ity, more seniors participate in the Commodity Supple-mental Food Program.Description: As identified through needs assessmentdata, lessons focused on food product dating and foodsafety, increasing fruit and vegetable consumption, use ofcommodity foods in a healthful diet, and growing herbsfor use with commodity foods. Recipe demonstrations us-ing herbs and commodity foods accompany each lesson.Evaluation: Pre-/postprogram evaluations showed that se-niors were (1) less likely to discard foods from the commodityfoodspackages; (2) less likely to runout of foodbefore the endof the month; (3) less likely to avoid eating food in the com-modity foodspackagebecause ofhealth conditions; (4) eatingat least 2meals per day; and (5) eatingmore fruits, vegetables,andmilkproducts. Seniorsalso reportedbeingmore incontrolof their lives and less helpless in dealing with their problems.Conclusions and Implications: Combining the grow-ing of herbs and use in foods helps seniors improve theirnutritional health and well-being.Funding: Funding provided part in by SupplementalNutrition Assistance Program Education (SNAP-Ed) andBank of Nevada.

P72 Internet Videos Deliver Food SafetyMessages for Parents of Young ChildrenLiz Meimann, MS, emeimann@iastate.edu, Iowa StateUniversity, 101MacKay Hall, Ames, IA 50011;Ruth Litchfield, PhD; Julie Albrecht, PhD, University ofNebraska–Lincoln; Adeline Lum, MS; Rebecca Meysenburg, MS