Progress 03/01/15 to 02/28/21
Outputs
Target Audience:Our research team has most directly reached and impacted school leaders. We have continued to enroll schools into the project and conducted our annual SWITCH school wellness conference to initiate training and programming. We have nearly doubled enrollment in each iteration of SWITCH and have worked with approximately 50 schools in our most recent iterations. The intentional transition to dissemination through 4H will enable us to continue to support schools over time since they have incorporated the delivery of SWITCH into their overall programming. While children are the ultimate target of the SWITCH intervention, we work through extension leaders to build capacity in school leaders since they can influence youth more directly. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The project supported training and professional development for both students mentored by our research team as well as for Extension 4-H leaders involved in the dissemination effort. We will provide an overview of the training and implementation process first followed by a summary of the students that received triaining through the project. Overview: An established training and implementation model developed by a member of our team (Dzewaltowski) provided a guide for the training and implementation model used in the project. However, adaptations and refinement were needed prior to broad dissemination efforts with the project. After developing and refining the modules and methods, we conducted a series of implementation studies in three subsequent iterations of SWITCH (2016-2018) to sequentially test and refine various aspects of the implementation model, the web-based platform used to engage the students and the integrated assessment tools used to evaluate school capacity and environments. These studies collectively documented the feasibility and utility of the capacity-building process for schools. However, a final step in the progression of our work was to build capacity in training hubs that could serve and support schools across the state. To ensure sustainability, a formalized partnership was established with the 4H Youth Development program which is coordinated across the state through the university-based Extension and Outreach network. The mission of 4H ("engaging youth to reach their fullest potential while advancing the field of youth development") was a natural match for the focus of SWITCH since they already supported a specific line of healthy living initiatives. The 4H program emphasis on positive youth development and family engagement was also consistent with goals of SWITCH which emphasize working through schools to also reach the home environment. Most importantly, the 4H group provided a way to more effectively disseminate SWITCH since there are County Youth Coordinators (CYC) in each of the 99 counties that support 4H programming. The county-based 4H network is supported by an integrated team of Youth Program Specialists (YPS) on a regional level and by state leaders affiliated with the University so communication channels were already established for this partnership. However, it was important to build interest and involvement over time since the county-based extension leaders are supervised and paid by their local County Extension Council and not through the University. Thus, the degree of engagement with SWITCH was contingent on how SWITCH programming fit with each counties' needs, interests and resources. In the final phases of our SWITCH project (2019 and 2020 - extensions), we focused our work on transdisciplinary approaches to promote interest and engagement in the distributed county-based 4H Extension network. Transdisciplinarity in this context captures the synergies and reciprocal relationships between the state 4H network and the regional / county staff since engagement at the county level was purely voluntary. We conducted a robust process evaluation to document the degree of engagement of state 4H staff in the optional training opportunities and then evaluated the impact of involvement from the perspective of both the 4H staff and the school leaders running SWITCH. The published paper on the transdisciplinary partnerships and engagement of county-based 4-H extension leaders in the dissemination of SWITCH provides an effective summary of our work on SWITCH since it documents the process that we followed to ensure good coordination and communication through this distributed network over time. Student Training Outcomes The project has been managed by the same team of 7 Ph.D. level faculty investigators but several have moved to new institutions. There are now 4 from Iowa State University (Greg Welk, Lorraine Lanningham-Foster, Douglas Gentile and Spyridoula Vazou), one from Louisiana State University (Senlin Chen), one from Kansas State University (Ric Rosenkranz) and one from the University of Nebraska Medical Center (David Dzewaltowski). The faculty individually and collectively oversee a team of graduate students that work on various subcommittees to help faculty coordinators carry out the tasks on the project. The compiled summary of students that have made major contributions to the project and/or completed research through SWITCH are summarized below: Undergraduate Honor Students Andi Luth (Evaluation of the Youth Activity Profile tool) M.S. Students Kim Klimesh (Validation of Nutrition YAP items) Tara Weber (Development of Video Materials) Rachel Lukowski (Evaluation of Motivational Interviewing) Katherine Long (Evaluation of Classroom Activities) Ivy Lou (Evaluation of Plate Waste) Rebecca Harken (Evaluation of Community of Practice) Kyle Braun - KSU (Evaluation of the Youth Activity Profile) Ph.D. Students Maren Wolff, M.S. RDN, LD (Evaluation of the FNPA tool) Joey Lee M.S. (Development of School Wellness Audit Tool) Yaunying Lou (Ivy), M.S. (Evaluation of Plate Waste) Post Doc Students Gabriella McLoughlin How have the results been disseminated to communities of interest?We have published our research findings in scientific (peer-reviewed) journals and have also presented our work at a number of scientific meetings. However, we also took steps to ensure that the results of our work could be more accessible to other stakeholders. Thus, we developed a series of simple 1 page "Research Briefs" that are available on our website. The briefs summarize the outcomes and explain the importance of the specific studies to the overall project. The main outcomes of papers and presentations are summarized below: Published Papers: McLoughlin, G. M., Candal, P., Vazou, S., Lee, J. A., Dzewaltowski, D. A., Rosenkranz, R. R., Lanningham-Foster, L., Gentile, D.A., Liechty, L., Chen, S. & Welk, G. J. (2021). Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods. Journal of Behavioral Nutrition and Physical Activity. McLoughlin, G. M., Vazou, S., Liechty, L., Torbert, A., Lanningham-Foster, L., Rosenkranz, R. R., Dzewaltowski, D. A., and Welk, G. J. (2021) Transdisciplinary Approaches for the Dissemination of the SWITCH School Wellness Initiative through a Distributed 4-H / Extension Network. Child and Youth Care Forum. Lee, J. A., McLoughlin, G. M., & Welk, G. J. (2020). School Wellness Environments: Perceptions Versus Realities. The Journal of School Nursing, 1059840520924453. McLoughlin, G. M., Rosenkranz, R. R., Lee, J. A., Wolff, M. M., Chen, S., Dzewaltowski, D. A., Vazou, S., Lanningham-Foster, Gentile, D.A., Rosen, M.S. & Welk, G. J. (2019). The Importance of Self-Monitoring for Behavior Change in Youth: Findings from the SWITCH® School Wellness Feasibility Study. International journal of environmental research and public health, 16(20), 3806. Chen, S., Dzewaltowski, D. A., Rosenkranz, R.R., Lanningham-Foster, L., Vazou, S., Gentile, D. A., Lee, J. A., Braun, K. J., Wolff, M. M., & Welk, G. J. (2018). Feasibility study of the SWITCH implementation process for enhancing school wellness. BMC Public Health, 18:1119. DOI: 10.1186/s12889-018-6024-2. Welk, G., Chen, S., Nam, Y., & Webber, T. (2015). A formative evaluation of the SWITCH program: The print versus online versions. BMC Obesity, 2, 20. doi:10.1186/s40608-015-0049-1. Conference Presentations Rosenkranz RR, Dixon P, Dzewaltowski DA, McLoughlin G, Lee JA, Chen S, Vazou S, Lanningham-Foster L, Gentile DA, Welk GJ (2021). A cluster-randomized trial assessing comparative effectiveness of two SWITCH implementation processes for school wellness programming. Presentation proposed for the 2021 ISBNPA Meeting. Welk, G.J. and McLoughlin, G.M. (2020). Implementation and scaling of SWITCH (School Wellness Integration Targeting Child Health). Presentation for a research symposium at the International Society for Behavioral Nutrition and Physical Activity (online presentation) McLoughlin, G.M, Candal, P., Vazou, S., Lee, J.A., Rosenkranz, R.R., Dzewaltowski, D.A., Lanningham-Foster, L., Gentile, D.A., Dixon, P., Chen, S., Welk, G.J. (2020). Evaluation of School Wellness Integration Targeting Child Health (SWITCH®) Program Dissemination and Implementation through a Mixed Methods Approach. International Society for Behavioral Nutrition and Physical Activity (online presentation). McLoughlin, G., Welk, G. How do we achieve systems-level change to promote physical activity and health behavior in schools? Insights from dissemination of the SWITCH® program. Presentation at Integrated Public Health-Aligned Physical Education (IPHPE), 2019 meeting, Columbia SC. Lee, J. A., Lanningham-Foster, L. M., S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Gentile, D. A., Chen, S., Liechty, L., Torbert, A., Welk, G. J. (2019). Effect of School- and Staff-Level Capacity on Wellness Program Implementation. Paper to be presented at the 2019 SHAPE America Annual meeting in Tampa, FL. McLoughlin, G. M., Lee, J. A., Lanningham-Foster, L. M., Gentile, D. A., Chen, S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Liechty, L., Torbert, A., Welk, G. J. (2019). School Wellness Integration Targeting Child Health (SWITCH): A Model for Training and Dissemination. Paper to be presented at the 2019 SHAPE America Annual meeting in Tampa, FL. Lou, Y., Wu, H., Welk, G., Vazou, S., Chen, S., Gentile, D., Rosenkranz, R., Dzewaltowski, D., & Lanningham-Foster, L. (2019). Changes in energy and nutrient selection in school lunches: Findings from the SWITCH intervention. ISBNPA annual meeting, Prague, Czech Republic. McLoughlin, G. M., Lee, J. A., Lanningham-Foster, L., Gentile, D. A., Chen, S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Liechty, L., Torbert, A., & Welk, G. J. (2019). School Wellness Integration Targeting Child Health (SWITCH): Process evaluation of implementation using mixed methods. ISBNPA annual meeting, Prague, Czech Republic. Rosenkranz, R., McLoughlin, G. M., Dzewaltowski, D., Lee, J., Wolff, M., Rosen, M., Chen, S., Vazou, S., Lanningham-Foster, L., Gentile, D., & Welk, G. (2019). Self-monitoring of physical activity and sedentary behavior within a whole-of-school intervention: Findings from the SWITCH Feasibility Study. ISBNPA annual meeting, Prague, Czech Republic. Lou, Y., Wu, H., Welk, G., Vazou, S., Chen, S., Gentile, D. A., Rosenkranz, R., Dzewaltowski, D., & Lanningham-Foster, L. (2018). The SWITCH® Implementation Process on School Lunch Consumption Patterns and Plate Waste. Paper presented at the 2018 Society for Nutrition Education and Behavior (SNEB) 51st Annual Conference, Minneapolis, MN (Abstract published in Journal of Nutrition Education and Behavior, 50 (7), S167-S168, 2018). Welk, G. J., Lanningham-Foster, L., Vazou, S., Gentile, D., Chen, S., Dzewaltowski, D. A., Rosenkranz, R. R., Lee, J., Wolff, M., Braun, K. J. (2018). Feasibility of the SWITCH Implementation Framework for Enhancing School Wellness. Society for Nutrition Education and Behavior Annual Conference, Minneapolis, MN. (Abstract published in Journal of Nutrition Education and Behavior, 50 (7), S115-S116, 2018). Chen, S., Welk, G. J., Dzewaltowski, D. A., Gentile, D. A., Lanningham-Foster, L., Rosenkranz, R. R., Vazou, S., Lee, J. A., Wolff, M., & Lukowski, R. (2018). Process Evaluation of the SWITCH Training Model for Enhancing School Wellness. International Society for Behavioral Nutrition and Physical Activity Annual Meeting, Hong Kong, China. Chen, S., Welk, G., Lee, J., Wolff, M., & Liu, Y. (2017). Learning energy balance knowledge in Switch Physical Education lessons. SHAPE America national convention, Boston, MA. Chen, S., Welk, G., Vazou, S., Lanningham-Foster, L., Gentile, D. A., Lee, J., Wolff, M., Dzewaltowski, D., & Rosenkranz, R. (2017). Description and evaluation of CSPAP training modules in the Switch. SHAPE America national convention, Boston, MA. Welk, G., Chen, S., Vazou, S., Lanningham-Foster, L., Gentile, D., Rosenkranz, R., & Dzewaltowski, D. (2016). Process evaluation of school modules designed to enhance the evidence-based SWITCH obesity prevention program. Society for Nutrition Education and Behavior. Washington, DC. (Abstract published in Journal of Nutrition Education and Behavior, 48(7), S133). Nam, Y.H., Weber, T., Chen, S., & Welk, G.J. (2014). Formative evaluation of an online youth obesity prevention program: SWITCH. ACSM national convention, Orlando, FL. (Abstract published in Medicine & Science in Sports & Exercise, 46(5), S394). What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The project has focused on the dissemination of the evidence-based SWITCH program. Over the course of the project, we have gradually transitioned the coordination of training and implementation to facilitate dissemination through the 4H Youth Development arm of the ISU Extension and Outreach program. An overall summary of the project is provided first followed by sections describing specific accomplishments for the triumvirate and intersecting goals of education, extension and research. Overview / Summary: We designed the enhanced version of SWITCH (School Wellness Integration Targeting Child Health) with dissemination in mind. Consistent with marketing and management recommendations for dissemination research, we re-branded switch as a 'process' instead of a 'program'. The underlying principles and themes were retained, but the focus of the rebranded "SWITCH" (School Wellness Integration Targeting Child Health) shifted the focus to helping schools to more effectively operationalize and sustain their own school wellness programming. Thus, through the project, we transformed Switch from an evidence-based intervention conducted through schools to an evidence-based process (SWITCH) developed to build capacity in schools. Specific Accomplishments for Each Objective: The Education components focused on building innovative curricular models that engaged teachers and school leaders in the process of running and sustaining their own programming. Modules were developed to assist schools in creating healthy environments, but the broader educational goals focused on building capacity for teams of school leaders to plan and lead school wellness programming on their own. Two specific accomplishments are highlighted below to document the tangible facets of our educational process. Integrated Web-Based Implementation System: A key to the success of the project was the development of a robust content-management system that allowed school leaders to use the system to run their own programming. The system integrated the curricular modules but also provided a hub for youth to learn self-monitoring skills through the online tracker tool. As depicted in the figure at right, the website system provided a robust communication tool to also facilitate communication between the school and the home environment. Development of Audit Tools: To build capacity within the schools, we utilized audit tools that helped schools learn to collect and use their own data over time. We developed and validated a new school wellness audit tool called the 'School Wellness Environment Profile' (SWEP) that enables schools assess their school wellness environment. We have also trained them to use the 'Youth Activity Profile' (YAP) to understand the needs of students. The assessments are built into the integrated web platform and customized reports are provided to assist in using the information. The integrated assessments in SWITCH are central to the long-term sustainability of our programming. Schools receive reports to assist with planning but we also utilize the outcomes as part of broader evaluation effort. The Extension components of the project were aimed at developing and evaluating innovative school-modules that will enable teachers and school wellness coalitions to take coordinated actions in creating healthier school environments as part of SWITCH programming. In early iterations of SWITCH, the members of the SWITCH expert team coordinated all of the training; however, we gradually evolved the model to enable it to be led more directly by our partners from the state 4H program run through ISU Extension. Two specific accomplishments related to this extension objective are summarized below. Collaborative Learning Environment: The focus of our project has been on building capacity for school wellness programming. We initiate training on SWITCH through our annual statewide school wellness conference that includes other leaders in wellness programming across the state. Through the project, we have created a collaborative learning environment that enables shared learning and continuous quality improvement for both schools (and for our project team). We promote communication across the network using the online 'community of practice' as well as through Facebook and other social media platforms. We have formalized the training experience so that teachers can now receive continuing education credits for completing SWITCH training. Formalized Collaboration with ISU 4-H Youth Development Program: The progression toward management and coordination by 4H evolved over the last 2-3 years of the project. Our leadership team is managed jointly by members from our research group and by 4H leaders and we have established a formal Memorandum of Understanding (MOU) to enable collaborative project management and coordination of SWITCH over time. We have refined and operationalized the implementation process so that can be sustained over time and in ways that are consistent the mission, goals and objectives of 4-H. The revised implementation framework depicts the shared responsibility and coordination from the SWITCH expert team and the 4H Extension team and the specific strategies used to build capacity in school systems for sustained wellness programming over time. The Research components of the project have focused on determining the school-based factors needed for successful adoption, implementation, and maintenance of the programming. Through the training, schools were provided with guidelines for effective implementation (Quality Elements) as well as recommendations for impacting different settings in the school (Best Practices). However, school leaders were given flexibility in how to carry out and implement the programming in their own school. Implementation was facilitated with the use of a customized, web-based platform that allowed kids to complete online tracking of their behaviors. Teachers also had access to resources to complement programming but had latitude in how they were used. The standardized training process ensured that the approach can be systematically evaluated while the flexible implementation enables the programming to be tailored and customized to fit local needs and interests. Two specific accomplishments related to this research objective are summarized below. Dissemination of Research Findings: We followed a sequential series of implementation science studies that allowed us to test different assumptions or components of the project over time. Insights from the annual cycles of SWITCH implementation have allowed us to systematically refine the resources, training and assessment methods to help ensure effective dissemination across the state. We have published a number of prominent papers in peer-reviewed journals and have also shared our work at national meetings (e.g. Society for Nutrition Education Behavior - SNEB) and international conferences (e.g. International Society for Behavioral Nutrition and Physical Activity - ISBNPA) to ensure that the results also inform work by other researchers. Lists of published papers and presentations are summarized below. Preparation and Sharing of Research Briefs with Stakeholders: A barrier that potentially limits the translation of research to practice is the lack of communication of research findings with key stakeholders and program leaders. Extension leaders, public health leaders and school leaders may not have the access to publications in scientific journals. They also may not have the background or training to interpret and apply the information. To address this gap in research communication, we developed a series of research briefs that provide short summaries of research findings with each iteration of SWITCH. The briefs are available on our website (www.iowaswitch.org) to enable these reports to be broadly disseminated.
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2021
Citation:
1. McLoughlin, G. M., Candal, P., Vazou, S., Lee, J. A., Dzewaltowski, D. A., Rosenkranz, R. R., Lanningham-Foster, L., Gentile, D.A., Liechty, L., Chen, S. & Welk, G. J. (2021). Evaluating the Implementation of the SWITCH� School Wellness Intervention and Capacity-Building Process through Multiple Methods. Journal of Behavioral Nutrition and Physical Activity.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2021
Citation:
2. McLoughlin, G. M., Vazou, S., Liechty, L., Torbert, A., Lanningham-Foster, L., Rosenkranz, R. R., Dzewaltowski, D. A., and Welk, G. J. (2021) Transdisciplinary Approaches for the Dissemination of the SWITCH School Wellness Initiative through a Distributed 4-H / Extension Network. Child and Youth Care Forum.
- Type:
Journal Articles
Status:
Published
Year Published:
2020
Citation:
3. Lee, J. A., McLoughlin, G. M., & Welk, G. J. (2020). School Wellness Environments: Perceptions Versus Realities. The Journal of School Nursing, 1059840520924453.
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
4. McLoughlin, G. M., Rosenkranz, R. R., Lee, J. A., Wolff, M. M., Chen, S., Dzewaltowski, D. A., Vazou, S., Lanningham-Foster, Gentile, D.A., Rosen, M.S. & Welk, G. J. (2019). The Importance of Self-Monitoring for Behavior Change in Youth: Findings from the SWITCH� School Wellness Feasibility Study. International journal of environmental research and public health, 16(20), 3806.
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
5. Chen, S., Dzewaltowski, D. A., Rosenkranz, R.R., Lanningham-Foster, L., Vazou, S., Gentile, D. A., Lee, J. A., Braun, K. J., Wolff, M. M., & Welk, G. J. (2018). Feasibility study of the SWITCH implementation process for enhancing school wellness. BMC Public Health, 18:1119. DOI: 10.1186/s12889-018-6024-2.
- Type:
Journal Articles
Status:
Published
Year Published:
2015
Citation:
6. Welk, G., Chen, S., Nam, Y., & Webber, T. (2015). A formative evaluation of the SWITCH program: The print versus online versions. BMC Obesity, 2, 20. doi:10.1186/s40608-015-0049-1.
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Progress 03/01/15 to 02/25/21
Outputs
Target Audience:Our research team has most directly reached and impacted school leaders. We have continued to enroll schools into the project and conducted our annual SWITCH school wellness conference to initiate training and programming. We have nearly doubled enrollment in each iteration of SWITCH and have worked with approximately 50 schools in our most recent iterations. The intentional transition to dissemination through 4H will enable us to continue to support schools over time since they have incorporated the delivery of SWITCH into their overall programming. While children are the ultimate target of the SWITCH intervention, we work through extension leaders to build capacity in school leaders since they can influence youth more directly. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The project supported training and professional development for both students mentored by our research team as well as for Extension 4-H leaders involved in the dissemination effort. We will provide an overview of the training and implementation process first followed by a summary of the students that received triaining through the project. Overview: An established training and implementation model developed by a member of our team (Dzewaltowski) provided a guide for the training and implementation model used in the project. However, adaptations and refinement were needed prior to broad dissemination efforts with the project. After developing and refining the modules and methods, we conducted a series of implementation studies in three subsequent iterations of SWITCH (2016-2018) to sequentially test and refine various aspects of the implementation model, the web-based platform used to engage the students and the integrated assessment tools used to evaluate school capacity and environments. These studies collectively documented the feasibility and utility of the capacity-building process for schools. However, a final step in the progression of our work was to build capacity in training hubs that could serve and support schools across the state. To ensure sustainability, a formalized partnership was established with the 4H Youth Development program which is coordinated across the state through the university-based Extension and Outreach network. The mission of 4H ("engaging youth to reach their fullest potential while advancing the field of youth development") was a natural match for the focus of SWITCH since they already supported a specific line of healthy living initiatives. The 4H program emphasis on positive youth development and family engagement was also consistent with goals of SWITCH which emphasize working through schools to also reach the home environment. Most importantly, the 4H group provided a way to more effectively disseminate SWITCH since there are County Youth Coordinators (CYC) in each of the 99 counties that support 4H programming. The county-based 4H network is supported by an integrated team of Youth Program Specialists (YPS) on a regional level and by state leaders affiliated with the University so communication channels were already established for this partnership. However, it was important to build interest and involvement over time since the county-based extension leaders are supervised and paid by their local County Extension Council and not through the University. Thus, the degree of engagement with SWITCH was contingent on how SWITCH programming fit with each counties' needs, interests and resources. In the final phases of our SWITCH project (2019 and 2020 - extensions), we focused our work on transdisciplinary approaches to promote interest and engagement in the distributed county-based 4H Extension network. Transdisciplinarity in this context captures the synergies and reciprocal relationships between the state 4H network and the regional / county staff since engagement at the county level was purely voluntary. We conducted a robust process evaluation to document the degree of engagement of state 4H staff in the optional training opportunities and then evaluated the impact of involvement from the perspective of both the 4H staff and the school leaders running SWITCH. The published paper on the transdisciplinary partnerships and engagement of county-based 4-H extension leaders in the dissemination of SWITCH provides an effective summary of our work on SWITCH since it documents the process that we followed to ensure good coordination and communication through this distributed network over time. Student Training Outcomes The project has been managed by the same team of 7 Ph.D. level faculty investigators but several have moved to new institutions. There are now 4 from Iowa State University (Greg Welk, Lorraine Lanningham-Foster, Douglas Gentile and Spyridoula Vazou), one from Louisiana State University (Senlin Chen), one from Kansas State University (Ric Rosenkranz) and one from the University of Nebraska Medical Center (David Dzewaltowski). The faculty individually and collectively oversee a team of graduate students that work on various subcommittees to help faculty coordinators carry out the tasks on the project. The compiled summary of students that have made major contributions to the project and/or completed research through SWITCH are summarized below: Undergraduate Honor Students Andi Luth (Evaluation of the Youth Activity Profile tool) M.S. Students Kim Klimesh (Validation of Nutrition YAP items) Tara Weber (Development of Video Materials) Rachel Lukowski (Evaluation of Motivational Interviewing) Katherine Long (Evaluation of Classroom Activities) Ivy Lou (Evaluation of Plate Waste) Rebecca Harken (Evaluation of Community of Practice) Kyle Braun - KSU (Evaluation of the Youth Activity Profile) Ph.D. Students Maren Wolff, M.S. RDN, LD (Evaluation of the FNPA tool) Joey Lee M.S. (Development of School Wellness Audit Tool) Yaunying Lou (Ivy), M.S. (Evaluation of Plate Waste) Post Doc Students Gabriella McLoughlin How have the results been disseminated to communities of interest?We have published our research findings in scientific (peer-reviewed) journals and have also presented our work at a number of scientific meetings. However, we also took steps to ensure that the results of our work could be more accessible to other stakeholders. Thus, we developed a series of simple 1 page "Research Briefs" that are available on our website. The briefs summarize the outcomes and explain the importance of the specific studies to the overall project. The main outcomes of papers and presentations are summarized below: Published Papers: McLoughlin, G. M., Candal, P., Vazou, S., Lee, J. A., Dzewaltowski, D. A., Rosenkranz, R. R., Lanningham-Foster, L., Gentile, D.A., Liechty, L., Chen, S. & Welk, G. J. (2021). Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods. Journal of Behavioral Nutrition and Physical Activity. McLoughlin, G. M., Vazou, S., Liechty, L., Torbert, A., Lanningham-Foster, L., Rosenkranz, R. R., Dzewaltowski, D. A., and Welk, G. J. (2021) Transdisciplinary Approaches for the Dissemination of the SWITCH School Wellness Initiative through a Distributed 4-H / Extension Network. Child and Youth Care Forum. Lee, J. A., McLoughlin, G. M., & Welk, G. J. (2020). School Wellness Environments: Perceptions Versus Realities. The Journal of School Nursing, 1059840520924453. McLoughlin, G. M., Rosenkranz, R. R., Lee, J. A., Wolff, M. M., Chen, S., Dzewaltowski, D. A., Vazou, S., Lanningham-Foster, Gentile, D.A., Rosen, M.S. & Welk, G. J. (2019). The Importance of Self-Monitoring for Behavior Change in Youth: Findings from the SWITCH® School Wellness Feasibility Study. International journal of environmental research and public health, 16(20), 3806. Chen, S., Dzewaltowski, D. A., Rosenkranz, R.R., Lanningham-Foster, L., Vazou, S., Gentile, D. A., Lee, J. A., Braun, K. J., Wolff, M. M., & Welk, G. J. (2018). Feasibility study of the SWITCH implementation process for enhancing school wellness. BMC Public Health, 18:1119. DOI: 10.1186/s12889-018-6024-2. Welk, G., Chen, S., Nam, Y., & Webber, T. (2015). A formative evaluation of the SWITCH program: The print versus online versions. BMC Obesity, 2, 20. doi:10.1186/s40608-015-0049-1. Conference Presentations Rosenkranz RR, Dixon P, Dzewaltowski DA, McLoughlin G, Lee JA, Chen S, Vazou S, Lanningham-Foster L, Gentile DA, Welk GJ (2021). A cluster-randomized trial assessing comparative effectiveness of two SWITCH implementation processes for school wellness programming. Presentation proposed for the 2021 ISBNPA Meeting. Welk, G.J. and McLoughlin, G.M. (2020). Implementation and scaling of SWITCH (School Wellness Integration Targeting Child Health). Presentation for a research symposium at the International Society for Behavioral Nutrition and Physical Activity (online presentation) McLoughlin, G.M, Candal, P., Vazou, S., Lee, J.A., Rosenkranz, R.R., Dzewaltowski, D.A., Lanningham-Foster, L., Gentile, D.A., Dixon, P., Chen, S., Welk, G.J. (2020). Evaluation of School Wellness Integration Targeting Child Health (SWITCH®) Program Dissemination and Implementation through a Mixed Methods Approach. International Society for Behavioral Nutrition and Physical Activity (online presentation). McLoughlin, G., Welk, G. How do we achieve systems-level change to promote physical activity and health behavior in schools? Insights from dissemination of the SWITCH® program. Presentation at Integrated Public Health-Aligned Physical Education (IPHPE), 2019 meeting, Columbia SC. Lee, J. A., Lanningham-Foster, L. M., S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Gentile, D. A., Chen, S., Liechty, L., Torbert, A., Welk, G. J. (2019). Effect of School- and Staff-Level Capacity on Wellness Program Implementation. Paper to be presented at the 2019 SHAPE America Annual meeting in Tampa, FL. McLoughlin, G. M., Lee, J. A., Lanningham-Foster, L. M., Gentile, D. A., Chen, S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Liechty, L., Torbert, A., Welk, G. J. (2019). School Wellness Integration Targeting Child Health (SWITCH): A Model for Training and Dissemination. Paper to be presented at the 2019 SHAPE America Annual meeting in Tampa, FL. Lou, Y., Wu, H., Welk, G., Vazou, S., Chen, S., Gentile, D., Rosenkranz, R., Dzewaltowski, D., & Lanningham-Foster, L. (2019). Changes in energy and nutrient selection in school lunches: Findings from the SWITCH intervention. ISBNPA annual meeting, Prague, Czech Republic. McLoughlin, G. M., Lee, J. A., Lanningham-Foster, L., Gentile, D. A., Chen, S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Liechty, L., Torbert, A., & Welk, G. J. (2019). School Wellness Integration Targeting Child Health (SWITCH): Process evaluation of implementation using mixed methods. ISBNPA annual meeting, Prague, Czech Republic. Rosenkranz, R., McLoughlin, G. M., Dzewaltowski, D., Lee, J., Wolff, M., Rosen, M., Chen, S., Vazou, S., Lanningham-Foster, L., Gentile, D., & Welk, G. (2019). Self-monitoring of physical activity and sedentary behavior within a whole-of-school intervention: Findings from the SWITCH Feasibility Study. ISBNPA annual meeting, Prague, Czech Republic. Lou, Y., Wu, H., Welk, G., Vazou, S., Chen, S., Gentile, D. A., Rosenkranz, R., Dzewaltowski, D., & Lanningham-Foster, L. (2018). The SWITCH® Implementation Process on School Lunch Consumption Patterns and Plate Waste. Paper presented at the 2018 Society for Nutrition Education and Behavior (SNEB) 51st Annual Conference, Minneapolis, MN (Abstract published in Journal of Nutrition Education and Behavior, 50 (7), S167-S168, 2018). Welk, G. J., Lanningham-Foster, L., Vazou, S., Gentile, D., Chen, S., Dzewaltowski, D. A., Rosenkranz, R. R., Lee, J., Wolff, M., Braun, K. J. (2018). Feasibility of the SWITCH Implementation Framework for Enhancing School Wellness. Society for Nutrition Education and Behavior Annual Conference, Minneapolis, MN. (Abstract published in Journal of Nutrition Education and Behavior, 50 (7), S115-S116, 2018). Chen, S., Welk, G. J., Dzewaltowski, D. A., Gentile, D. A., Lanningham-Foster, L., Rosenkranz, R. R., Vazou, S., Lee, J. A., Wolff, M., & Lukowski, R. (2018). Process Evaluation of the SWITCH Training Model for Enhancing School Wellness. International Society for Behavioral Nutrition and Physical Activity Annual Meeting, Hong Kong, China. Chen, S., Welk, G., Lee, J., Wolff, M., & Liu, Y. (2017). Learning energy balance knowledge in Switch Physical Education lessons. SHAPE America national convention, Boston, MA. Chen, S., Welk, G., Vazou, S., Lanningham-Foster, L., Gentile, D. A., Lee, J., Wolff, M., Dzewaltowski, D., & Rosenkranz, R. (2017). Description and evaluation of CSPAP training modules in the Switch. SHAPE America national convention, Boston, MA. Welk, G., Chen, S., Vazou, S., Lanningham-Foster, L., Gentile, D., Rosenkranz, R., & Dzewaltowski, D. (2016). Process evaluation of school modules designed to enhance the evidence-based SWITCH obesity prevention program. Society for Nutrition Education and Behavior. Washington, DC. (Abstract published in Journal of Nutrition Education and Behavior, 48(7), S133). Nam, Y.H., Weber, T., Chen, S., & Welk, G.J. (2014). Formative evaluation of an online youth obesity prevention program: SWITCH. ACSM national convention, Orlando, FL. (Abstract published in Medicine & Science in Sports & Exercise, 46(5), S394). What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The project has focused on the dissemination of the evidence-based SWITCH program. Over the course of the project, we have gradually transitioned the coordination of training and implementation to facilitate dissemination through the 4H Youth Development arm of the ISU Extension and Outreach program. An overall summary of the project is provided first followed by sections describing specific accomplishments for the triumvirate and intersecting goals of education, extension and research. Overview / Summary: We designed the enhanced version of SWITCH (School Wellness Integration Targeting Child Health) with dissemination in mind. Consistent with marketing and management recommendations for dissemination research, we re-branded switch as a 'process' instead of a 'program'. The underlying principles and themes were retained, but the focus of the rebranded "SWITCH" (School Wellness Integration Targeting Child Health) shifted the focus to helping schools to more effectively operationalize and sustain their own school wellness programming. Thus, through the project, we transformed Switch from an evidence-based intervention conducted through schools to an evidence-based process (SWITCH) developed to build capacity in schools. Specific Accomplishments for Each Objective: The Education components focused on building innovative curricular models that engaged teachers and school leaders in the process of running and sustaining their own programming. Modules were developed to assist schools in creating healthy environments, but the broader educational goals focused on building capacity for teams of school leaders to plan and lead school wellness programming on their own. Two specific accomplishments are highlighted below to document the tangible facets of our educational process. Integrated Web-Based Implementation System: A key to the success of the project was the development of a robust content-management system that allowed school leaders to use the system to run their own programming. The system integrated the curricular modules but also provided a hub for youth to learn self-monitoring skills through the online tracker tool. As depicted in the figure at right, the website system provided a robust communication tool to also facilitate communication between the school and the home environment. Development of Audit Tools: To build capacity within the schools, we utilized audit tools that helped schools learn to collect and use their own data over time. We developed and validated a new school wellness audit tool called the 'School Wellness Environment Profile' (SWEP) that enables schools assess their school wellness environment. We have also trained them to use the 'Youth Activity Profile' (YAP) to understand the needs of students. The assessments are built into the integrated web platform and customized reports are provided to assist in using the information. The integrated assessments in SWITCH are central to the long-term sustainability of our programming. Schools receive reports to assist with planning but we also utilize the outcomes as part of broader evaluation effort. The Extension components of the project were aimed at developing and evaluating innovative school-modules that will enable teachers and school wellness coalitions to take coordinated actions in creating healthier school environments as part of SWITCH programming. In early iterations of SWITCH, the members of the SWITCH expert team coordinated all of the training; however, we gradually evolved the model to enable it to be led more directly by our partners from the state 4H program run through ISU Extension. Two specific accomplishments related to this extension objective are summarized below. Collaborative Learning Environment: The focus of our project has been on building capacity for school wellness programming. We initiate training on SWITCH through our annual statewide school wellness conference that includes other leaders in wellness programming across the state. Through the project, we have created a collaborative learning environment that enables shared learning and continuous quality improvement for both schools (and for our project team). We promote communication across the network using the online 'community of practice' as well as through Facebook and other social media platforms. We have formalized the training experience so that teachers can now receive continuing education credits for completing SWITCH training. Formalized Collaboration with ISU 4-H Youth Development Program: The progression toward management and coordination by 4H evolved over the last 2-3 years of the project. Our leadership team is managed jointly by members from our research group and by 4H leaders and we have established a formal Memorandum of Understanding (MOU) to enable collaborative project management and coordination of SWITCH over time. We have refined and operationalized the implementation process so that can be sustained over time and in ways that are consistent the mission, goals and objectives of 4-H. The revised implementation framework depicts the shared responsibility and coordination from the SWITCH expert team and the 4H Extension team and the specific strategies used to build capacity in school systems for sustained wellness programming over time. The Research components of the project have focused on determining the school-based factors needed for successful adoption, implementation, and maintenance of the programming. Through the training, schools were provided with guidelines for effective implementation (Quality Elements) as well as recommendations for impacting different settings in the school (Best Practices). However, school leaders were given flexibility in how to carry out and implement the programming in their own school. Implementation was facilitated with the use of a customized, web-based platform that allowed kids to complete online tracking of their behaviors. Teachers also had access to resources to complement programming but had latitude in how they were used. The standardized training process ensured that the approach can be systematically evaluated while the flexible implementation enables the programming to be tailored and customized to fit local needs and interests. Two specific accomplishments related to this research objective are summarized below. Dissemination of Research Findings: We followed a sequential series of implementation science studies that allowed us to test different assumptions or components of the project over time. Insights from the annual cycles of SWITCH implementation have allowed us to systematically refine the resources, training and assessment methods to help ensure effective dissemination across the state. We have published a number of prominent papers in peer-reviewed journals and have also shared our work at national meetings (e.g. Society for Nutrition Education Behavior - SNEB) and international conferences (e.g. International Society for Behavioral Nutrition and Physical Activity - ISBNPA) to ensure that the results also inform work by other researchers. Lists of published papers and presentations are summarized below. Preparation and Sharing of Research Briefs with Stakeholders: A barrier that potentially limits the translation of research to practice is the lack of communication of research findings with key stakeholders and program leaders. Extension leaders, public health leaders and school leaders may not have the access to publications in scientific journals. They also may not have the background or training to interpret and apply the information. To address this gap in research communication, we developed a series of research briefs that provide short summaries of research findings with each iteration of SWITCH. The briefs are available on our website (www.iowaswitch.org) to enable these reports to be broadly disseminated.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
5. Chen, S., Dzewaltowski, D. A., Rosenkranz, R.R., Lanningham-Foster, L., Vazou, S., Gentile, D. A., Lee, J. A., Braun, K. J., Wolff, M. M., & Welk, G. J. (2018). Feasibility study of the SWITCH implementation process for enhancing school wellness. BMC Public Health, 18:1119. DOI: 10.1186/s12889-018-6024-2.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2021
Citation:
1. McLoughlin, G. M., Candal, P., Vazou, S., Lee, J. A., Dzewaltowski, D. A., Rosenkranz, R. R., Lanningham-Foster, L., Gentile, D.A., Liechty, L., Chen, S. & Welk, G. J. (2021). Evaluating the Implementation of the SWITCH� School Wellness Intervention and Capacity-Building Process through Multiple Methods. Journal of Behavioral Nutrition and Physical Activity.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2021
Citation:
2. McLoughlin, G. M., Vazou, S., Liechty, L., Torbert, A., Lanningham-Foster, L., Rosenkranz, R. R., Dzewaltowski, D. A., and Welk, G. J. (2021) Transdisciplinary Approaches for the Dissemination of the SWITCH School Wellness Initiative through a Distributed 4-H / Extension Network. Child and Youth Care Forum.
- Type:
Journal Articles
Status:
Published
Year Published:
2020
Citation:
3. Lee, J. A., McLoughlin, G. M., & Welk, G. J. (2020). School Wellness Environments: Perceptions Versus Realities. The Journal of School Nursing, 1059840520924453.
- Type:
Journal Articles
Status:
Published
Year Published:
2015
Citation:
6. Welk, G., Chen, S., Nam, Y., & Webber, T. (2015). A formative evaluation of the SWITCH program: The print versus online versions. BMC Obesity, 2, 20. doi:10.1186/s40608-015-0049-1.
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
4. McLoughlin, G. M., Rosenkranz, R. R., Lee, J. A., Wolff, M. M., Chen, S., Dzewaltowski, D. A., Vazou, S., Lanningham-Foster, Gentile, D.A., Rosen, M.S. & Welk, G. J. (2019). The Importance of Self-Monitoring for Behavior Change in Youth: Findings from the SWITCH� School Wellness Feasibility Study. International journal of environmental research and public health, 16(20), 3806.
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Progress 03/01/18 to 02/28/19
Outputs
Target Audience:The project has focused on the dissemination of the evidence-based SWITCH program. Over the past year, we continued to transition the coordination of training and implementation process to enable ongoing dissemination through the 4H Youth Development arm of the ISU Extension and Outreach program. We focused the most recent evaluation effort on specifically evaluating the impact of Extension involvement in supporting the school-based, wellness programmingeach. Reports on this round of research are still being finalized for publication but we have successfully accomplished the triumvirate and intersecting research, extension and educational goals of the original project. We are working to continue transferring roles to Extension and will be finalizing analyses and manuscripts.. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The project has proceeded as planned and we have been moving systematically towards structures to promote long term sustainability. We have fully integrated the project within the 4H youth development program managed by ISU Extension. We have provided funding to support the transition and have signed a formal Memorandum of Understanding (MOU) that documents the long-term commitment of 4H to sustain the SWITCH project. The agreement will enable us to fully transition the responsibilities of programming to 4H after the project is completed but it is important to retain the strong evaluation component and ensure that the results from the work can be summarized and published. The evidence-base of the original Switch program was one of the strengths of our original proposal so it is important to maintain the evidence-base that now supports the dissemination of the training model that we have developed. Our research team will continue to work collaboratively on the project and we will continue to oversee education, extension and research goals but this partnership will help to ensure long-term sustainability. It will also facilitate broader dissemination since Extension has connections across the state. How have the results been disseminated to communities of interest?Our research team has continued to work to facilitate the ongoing dissemination of SWITCH. We have continued to enroll schools into the project and conducted our annual SWITCH school wellness conference to initiate training and programming. We have nearly doubled enrollment in each iteration of SWITCH and enrolled 39 schools in the 2019 iteration. The intentional transition to dissemination through 4H will enable us to continue to reach more schools with each subsequent year and to sustain it over time. We are currently working with over 50 schools in the 2020 iteration. ? What do you plan to do during the next reporting period to accomplish the goals?This year, we will continue to transition the project toward broader dissemination. We are working to submit a proposal to allow us study the multi-state dissemination of SWITCH so continued funding would help to keep our team engaged and focused in this work. We have a number of papers to finish writing so we will also be finalizing papers.
Impacts
What was accomplished under these goals?
The focus of the project was on the dissemination of an evidence-based obesity prevention program called Switch ®. The original program, based on social-ecological principles, worked through schools and families to help youth to "Switch what they Do, View and Chew" (Eisenmann et al., 2008; Gentile et al., 2009). While effective in concept, the original print-based program was too costly for broader adoption. A formative evaluation demonstrated similar utility compared with the original resource-intensive program (Welk et al., 2014) but it also demonstrated that highly engaged teachers were more successful in influencing parent / child recruitment and participation in the Switch program. Therefore, the focus of our dissemination project was on developing and evaluating training methods needed to engage and support school wellness leaders in managing the program on their own. The omnibus hypothesis of the project was that the Switch program can be enhanced, and be more readily sustained, when school-based modules and training are provided to more directly engage school personnel in the coordination of the project. SWITCH (School Wellness Integration Targeting Child Health) was designed from the beginning with dissemination in mind. Consistent with marketing and management recommendations for dissemination (Kreuter et al. 2015), we re-branded switch as a 'process' instead of a 'program'. The underlying principles and themes were retained, but the focus of the rebranded "SWITCH" (School Wellness Integration Targeting Child Health) shifted the focus to helping schools to more effectively operationalize and sustain their own school wellness programming. Thus, through the project, we transformed Switch from an evidence-based intervention conducted through schools to an evidence-based process (SWITCH) developed to build capacity in schools. An established training and implementation model developed by a member of our team (Dzewaltowski) provided a guide for this transition, but adaptations and refinement were needed prior to broad dissemination efforts with the project. After developing and refining the modules and methods, we conducted a series of implementation studies in three subsequent iterations of SWITCH (2016-2018) to sequentially test and refine various aspects of the implementation model, the web-based platform used to engage the students and the integrated assessment tools used to evaluate school capacity and environments. These studies collectively document the feasibility and utility of the capacity-building process for schools. However, a final step in the progression of our work was to build capacity in training hubs that could serve and support schools across the state. To ensure sustainability, a formalized partnership was established with the 4H Youth Development program which is coordinated across the state through the university-based Extension and Outreach network. The mission of 4H ("engaging youth to reach their fullest potential while advancing the field of youth development") was a natural match for the focus of SWITCH since they already supported a specific line of healthy living initiatives. The 4H program emphasis on positive youth development and family engagement was also consistent with goals of SWITCH which emphasize working through schools to also reach the home environment. Most importantly, the 4H group provided a way to more effectively disseminate SWITCH since there are County Youth Coordinators (CYC) in each of the 99 counties that support 4H programming. The county-based 4H network is supported by an integrated team of Youth Program Specialists (YPS) on a regional level and by state leaders affiliated with the University so communication channels were already established for this partnership. However, it was important to build interest and involvement over time since the county-based extension leaders are supervised and paid by their local County Extension Council and not through the University. Thus, the degree of engagement with SWITCH was contingent on how SWITCH programming fit with each counties' needs, interests and resources. In our most recent iteration of SWITCH (Spring 2019), we focused our work on evaluating the transdisciplinary, capacity-building approaches used to promote interest and engagement in the distributed county-based 4H Extension network. Transdisciplinarity in this context captures the synergies and reciprocal relationships between the state 4H network and the regional / county staff since engagement at the county level was purely voluntary. We conducted a robust process evaluation to document the degree of engagement of state 4H staff in the optional training opportunities and then evaluated the impact of involvement from the perspective of both the 4H staff and the school leaders running SWITCH. The results have supported the importance of 4H involvement and we have continued to work with the 4H leaders to ensure good coordination and communication through this distributed network over time.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
1. Lee, J. A., Lanningham-Foster, L. M., S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Gentile, D. A., Chen, S., Liechty, L., Torbert, A., Welk, G. J. (2019). Effect of School- and Staff-Level Capacity on Wellness Program Implementation. Paper presented at the 2019 SHAPE America Annual meeting in Tampa, FL.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
2. McLoughlin, G. M., Lee, J. A., Lanningham-Foster, L. M., Gentile, D. A., Chen, S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Liechty, L., Torbert, A., Welk, G. J. (2019). School Wellness Integration Targeting Child Health (SWITCH): A Model for Training and Dissemination. Paper presented at the 2019 SHAPE America Annual meeting in Tampa, FL.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
3. Lou, Y., Wu, H., Welk, G., Vazou, S., Chen, S., Gentile, D., Rosenkranz, R., Dzewaltowski, D., & Lanningham-Foster, L. (2019). Changes in energy and nutrient selection in school lunches: Findings from the SWITCH intervention. Paper presented at the 2019 ISBNPA annual meeting at Prague, Czech Republic.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
4. McLoughlin, G. M., Lee, J. A., Lanningham-Foster, L., Gentile, D. A., Chen, S., Vazou, S., Wolff, M. M., Dzewaltowski, D. A., Rosenkranz, R. R., Liechty, L., Torbert, A., & Welk, G. J. (2019). School Wellness Integration Targeting Child Health (SWITCH): Process evaluation of implementation using mixed methods. Paper presented at the 2019 ISBNPA annual meeting at Prague, Czech Republic.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
5. Rosenkranz, R., McLoughlin, G. M., Dzewaltowski, D., Lee, J., Wolff, M., Rosen, M., Chen, S., Vazou, S., Lanningham-Foster, L., Gentile, D., & Welk, G. (2019). Self-monitoring of physical activity and sedentary behavior within a whole-of-school intervention: Findings from the SWITCH Feasibility Study. Paper presented at the 2019 ISBNPA annual meeting at Prague, Czech Republic.
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
" Chen, S., Dzewaltowski, D. A., Rosenkranz, R. R., Lanningham-Foster, L., Vazou, S., Gentile, D. A., & Welk, G. J. (2018). Feasibility study of the SWITCH implementation process for enhancing school wellness. BMC Public Health, 18(1), 1119. https://doi.org/10.1186/s12889-018-6024-2
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
" McLoughlin, G. M., Rosenkranz, R. R., Lee, J. A., Wolff, M. M., Chen, S., Dzewaltowski, D. A., & Welk, G. J. (2019). The Importance of self-monitoring for behavior change in youth: Findings from the SWITCH� school wellness feasibility study. International Journal of Environmental Research and Public Health, 16(20), 3806.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2020
Citation:
McLoughlin, G. M., Vazou, S., Liechty, L., Torbert, A., Lanningham-Foster, L., Rosenkranz, R. R., Dzewaltowski, D. A., and Welk, G. J. Transdisciplinary approaches for the dissemination of the SWITCH school wellness initiative through a distributed 4-H / extension network. Child & Youth Care Forum.
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