Table 3 Characteristics of interventions and results of included studies
From: Community-based interventions to increase dairy intake in healthy populations: a systematic review
Author, year | Intervention | Results (increase dairy intake significantly) | |||||
|---|---|---|---|---|---|---|---|
Description (type) | Type of intervention | Only dairy intake OR Mix | Duration (Week) | Frequency—every | Dietary assessment method | ||
Kimura, et al. 2013[33] | Participants in the intervention group participated in the Sumida TAKE10! Program. It consisted of a general lecture by a researcher on the importance of dietary variety and 5 educational sessions. | Educational | Mix | 12 | 2 weeks | FFQ | Yes |
Duncanson, et al. 2013[34] | The intervention involved dissemination of the Tummy Rumbles interactive CD and the Raising Children DVD at baseline in September 2009, accompanied by written instructions for optimal use. The Tummy Rumbles interactive nutrition education CD is a self-directed resource that was adapted from an early childhood nutrition education program for child care staff and parents. The resource is divided into modules that include the 5 food groups, dietary fats, fussy eaters, healthy lunchbox ideas, food budgeting, and reading food labels. | Educational | Mix | 48 | – | Australian Toddler Eating Survey (ATES)—FFQ | No |
McCarthy, et al. 2007[35] | “Fitness” intervention group participants received instruction on skills training in a balanced regular exercise regimen (muscle strengthening, flexibility enhancement and aerobic conditioning), and nutrition education promoting a low-fat, complex carbohydrate-rich diet, emphasizing the cancer-preventive benefits of increased fruit, and vegetable intake. | Educational | Mix | 8 | Week | The National Cancer Institute (NCI) Health Habits and History Questionnaire (Block Food Frequency instrument–NCI version 02.1) | No |
Casazza, et al. 2006[36] | A computer-based intervention (CBI) program using an interactive, animated CD-ROM aimed at changing in eating behavior and physical activity patterns among high school students. Education programs had an emphasis on healthy lifestyle habits (diet and physical activity). | Educational | Mix | 24 | 2 weeks | 24-h recall | Yes |
DeBar, et al. 2006[37] | Behavioral intervention (bimonthly group meetings, quarterly coaching telephone calls, and weekly self-monitoring) designed to improve diet and increase physical activity. | Educational | Mix | 96 | 1 week | 24-h recall | Yes |
DeBar, et al. 2009[38] | Participants were urged to consume 1350 mg/day of calcium (four glasses of milk a day or the equivalent) and eight servings of fruits and vegetables, as well as to participate in exercise. Participants were encouraged to use the study website at least once a week for the duration of the 2-year study. | Educational | Mix | 96 | 1 week | 24-h recall | Yes |
Dawson, 2006[39] | The intervention, based on Social Cognitive Theory, consisted of five consecutive nutrition education lessons about requirements, food sources, and health benefits of dairy. | Educational | Dairy | 5 | 1 week | The Dairy Self-Efficacy Scale | Yes |
Gates, et al. (1) 2013[40] | School nutrition program including policy, education, food provision, and family and community involvement. An informative handout for parents was given to students (influencing the home environment and role models, and influencing self-efficacy). Healthy breakfast and snacks were provided (including vegetables or fruit, whole grains, protein sources, and milk or milk alternatives). | Multiple | Dairy | 5 | Day | A 24-h recall and food frequency questionnaire | No |
Gates, et al. (2) 2013[41] | Supplementary milk and alternatives program for snack. | Providing | Dairy | 48 | 1 day | A 24-h recall and food frequency questionnaire | Yes |
Lo, et al. 2008[42] | The intervention was also developed taking into account constructivist theory of learning. The modules aimed to enhance knowledge and understanding about the importance of variety, balanced, and moderation in making wise beverage choices (fruit juice 100%, milk, and water) instead of sugary drinks. | Educational | Dairy | 6 | Weeks | Beverage frequency questionnaire | No |
Naghashpour, et al. 2014[43] | Nutrition education program based on the Health Belief Model (HBM). A lesson plan of nutrition education was structured. | Educational | Mix | 8 | Week | Food frequency questionnaire | Yes |
Olson, et al. 2008[44] | Healthy teens utilized a personal digital assistant (PDA)-based screener that provided the clinician with information about a teen’s health risks and motivation to change. | Educational | Mix | 24 | Week | Study-specific questionnaire | Yes |
O’Connell, 2005[45] | Intervention components included: (1) nutrition education through curriculum, school dinners, and mailing information to families and (2) changes to cafeteria environments to increase the availability and awareness of fruits, vegetables, and dairy products. | Educational | Mix | 23 | Day | FFQ | No |
Singhal, et al. 2010[46] | Multi-component model of nutrition and lifestyle education. The multi-component model included seven components of nutrition and lifestyle education aimed for changing the knowledge, behavior, and risk profile. | Educational | Mix | 24 | Day | Study-specific questionnaire | Yes |
Watson, et al. 2009[47] | Students in the intervention group completed 18-week nutrition-related courses. The major topics for nutrition and food science include influences on eating patterns and habits; processes of digestion, absorption, and metabolism of food; major nutrients and their functions; U.S. dietary guidelines; recommended dietary allowances; diet, disease, and weight control; planning nutritious and appealing meals; proper table service and manners; food labels and consumerism; cooking and food preparation terms; measuring and cooking equipment; proper food storage; laboratory experience in preparing foods. | Educational | Mix | 18 | Day | Study-specific questionnaire | Yes |
Wordell, et al. 2012[48] | Two of six middle schools allowed only bottled water in vending machines, only milk and fruit on à la carte menus, and offered a seasonal fruit and vegetable bar. | Providing | Mix | 144 | Day | Modified FFQ | Yes |
Yamaoka, et al. 2011[49] | Each participant in the intervention group received twelve sessions of group counseling aimed at increasing energy intake at breakfast by modifying dietary intake and adopting appropriate habits. | Educational | Mix | 24 | 2 weeks | Modified FFQ | Yes |
Finnell, et al. 2017[50] | The 12-week 1% Low-Fat Milk Has Perks! Intervention ran relying on television and radio commercials, print advertisements, billboards and bus wraps, point-of-sale promotional items, and digital media. | Multiple | Dairy | 12 | Week | Milk sales by type (whole, 2%, 1%, and nonfat milk) | Yes |
Bernstein, et al. 2002[51] | Nutrition education was designed to increase fruit, vegetable, and calcium-rich food consumption. The education program was provided through home visits, phone contacts, and letters. | Educational | Mix | 24 | 2 weeks | FFQ | Yes |
Ni Mhurchu, et al. 2010[52] | Price discounts plus nutrition education. The price discount intervention consisted of an automatic 12.5% price reduction on all eligible healthier food products. Also, participants were mailed a printed package of food group-specific nutrition information by mail. | Multiple | Mix | 24 | Month | Electronic scanner sales data | Yes |
Foster, et al. 2014[53] | Intervention stores received a 6-month intervention to increase the purchase of recommended healthier items in 5 food and beverage categories. Strategies included (1) multiple facings: increased the number of facings of the recommended products; (2) prime placement: placed recommended products at arm/eye level and in the middle of the category aisle and reordered types of milk so that 2% milk was located on the left-hand side of the dairy case followed by 1%, skim and then whole milk; (3) signage: placed call-out signs with the recommended product’s name and price, and shelf runners below recommended products; and (4) secondary placement: mimicked shelf strategies (1 and 2) in all secondary placements (end caps, dead space stacks, etc.). | Point-of-sale | Mix | 48 | Week | Supermarket milk sale data | Yes |
Freedman and Nickell, 2010[54] | “Snack Smart” workshops, based on social cognitive theory, were conducted to assess changes in consumption of targeted food items. The program consisted of a 3-week, 6-h series of 5 workshops repeated in 8 different branch libraries over 3 months. Weekly 90-min after-school nutrition workshops were book-ended by two 45-min week-end workshops—the first involving parents and the last engaging parents and children. | Educational | Mix | 12 | Week | FFQ | No |
Friedman, et al. 2007[55] | The dietary intervention was focused on the family with small group sessions for the parents and for the children separately. There were lessons on the milk group (encouraged skim milk, low-fat cottage cheese, and low-fat puddings), grain group (encouraged adding cereals and whole-grain breads), and meat group (encouraged low-fat meat and how to identify and prepare low-fat meat, and demonstrated convenience meals with low-fat ingredients). | Educational | Mix | 350 | Week | 24-h dietary recalls | Yes |
Hovell, et al. 2009[56] | Children were taught how to engage in eat calcium-rich foods. Parents were taught behavior management techniques to modify children’s behaviors. | Educational | Dairy | 8 | Week | 24-h dietary recalls | Yes |
Raby Powers, et al. 2005[57] | Social cognitive theory-based nutrition education program to increase fruit, vegetable, and calcium-rich food consumption. | Educational | Mix | 6 | Week | Pizza please, a specially designed interactive evaluation tool | No |