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Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers

Eating in the absence of hunger (EAH), a measure of children's propensity to eat beyond satiety in the presence of highly palatable food, has been associated with childhood obesity and later binge eating behavior. The EAH task is typically conducted in a research laboratory setting, which is re...

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Autores principales: Hohman, Emily E., McNitt, Katherine M., Eagleton, Sally G., Francis, Lori A., Keller, Kathleen L., Savage, Jennifer S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8768940/
https://www.ncbi.nlm.nih.gov/pubmed/35071296
http://dx.doi.org/10.3389/fnut.2021.787461
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author Hohman, Emily E.
McNitt, Katherine M.
Eagleton, Sally G.
Francis, Lori A.
Keller, Kathleen L.
Savage, Jennifer S.
author_facet Hohman, Emily E.
McNitt, Katherine M.
Eagleton, Sally G.
Francis, Lori A.
Keller, Kathleen L.
Savage, Jennifer S.
author_sort Hohman, Emily E.
collection PubMed
description Eating in the absence of hunger (EAH), a measure of children's propensity to eat beyond satiety in the presence of highly palatable food, has been associated with childhood obesity and later binge eating behavior. The EAH task is typically conducted in a research laboratory setting, which is resource intensive and lacks ecological validity. Assessing EAH in a group classroom setting is feasible and may be a more efficient alternative, but the validity of the classroom assessment against the traditional individually-administered paradigm has not been tested. The objective of this study was to compare EAH measured in a classroom setting to the one-on-one version of the paradigm in a sample of Head Start preschoolers. Children (n = 35) from three classrooms completed both classroom and individual EAH tasks in a random, counterbalanced order. In the group condition, children sat with peers at their classroom lunch tables; in the individual condition, children met individually with a researcher in a separate area near their classroom. In both conditions, following a meal, children were provided free access to generous portions of six snack foods (~750 kcal) and a selection of toys for 7 min. Snacks were pre- and post-weighed to calculate intake. Parents completed a survey of their child's eating behaviors, and child height and weight were measured. Paired t-tests and intraclass correlation coefficients were used to compare energy intake between conditions, and correlations between EAH intake and child BMI, eating behaviors, and parent feeding practices were examined to evaluate concurrent validity. Average intake was 63.0 ± 50.4 kcal in the classroom setting and 53.7 ± 44.6 in the individual setting, with no significant difference between settings. The intraclass correlation coefficient was 0.57, indicating moderate agreement between conditions. Overall, the EAH protocol appears to perform similarly in classroom and individual settings, suggesting the classroom protocol is a valid alternative. Future studies should further examine the role of age, sex, and weight status on eating behavior measurement paradigms.
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spelling pubmed-87689402022-01-20 Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers Hohman, Emily E. McNitt, Katherine M. Eagleton, Sally G. Francis, Lori A. Keller, Kathleen L. Savage, Jennifer S. Front Nutr Nutrition Eating in the absence of hunger (EAH), a measure of children's propensity to eat beyond satiety in the presence of highly palatable food, has been associated with childhood obesity and later binge eating behavior. The EAH task is typically conducted in a research laboratory setting, which is resource intensive and lacks ecological validity. Assessing EAH in a group classroom setting is feasible and may be a more efficient alternative, but the validity of the classroom assessment against the traditional individually-administered paradigm has not been tested. The objective of this study was to compare EAH measured in a classroom setting to the one-on-one version of the paradigm in a sample of Head Start preschoolers. Children (n = 35) from three classrooms completed both classroom and individual EAH tasks in a random, counterbalanced order. In the group condition, children sat with peers at their classroom lunch tables; in the individual condition, children met individually with a researcher in a separate area near their classroom. In both conditions, following a meal, children were provided free access to generous portions of six snack foods (~750 kcal) and a selection of toys for 7 min. Snacks were pre- and post-weighed to calculate intake. Parents completed a survey of their child's eating behaviors, and child height and weight were measured. Paired t-tests and intraclass correlation coefficients were used to compare energy intake between conditions, and correlations between EAH intake and child BMI, eating behaviors, and parent feeding practices were examined to evaluate concurrent validity. Average intake was 63.0 ± 50.4 kcal in the classroom setting and 53.7 ± 44.6 in the individual setting, with no significant difference between settings. The intraclass correlation coefficient was 0.57, indicating moderate agreement between conditions. Overall, the EAH protocol appears to perform similarly in classroom and individual settings, suggesting the classroom protocol is a valid alternative. Future studies should further examine the role of age, sex, and weight status on eating behavior measurement paradigms. Frontiers Media S.A. 2022-01-05 /pmc/articles/PMC8768940/ /pubmed/35071296 http://dx.doi.org/10.3389/fnut.2021.787461 Text en Copyright © 2022 Hohman, McNitt, Eagleton, Francis, Keller and Savage. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Nutrition
Hohman, Emily E.
McNitt, Katherine M.
Eagleton, Sally G.
Francis, Lori A.
Keller, Kathleen L.
Savage, Jennifer S.
Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers
title Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers
title_full Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers
title_fullStr Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers
title_full_unstemmed Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers
title_short Validation of a Classroom Version of the Eating in the Absence of Hunger Paradigm in Preschoolers
title_sort validation of a classroom version of the eating in the absence of hunger paradigm in preschoolers
topic Nutrition
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8768940/
https://www.ncbi.nlm.nih.gov/pubmed/35071296
http://dx.doi.org/10.3389/fnut.2021.787461
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