(OR07-04-23) Using Mobile Technology for a Family-Based Childhood Obesity Prevention Program Developed for Families With Low-Income Levels

Objectives: Objectives include: 1) reporting online versus in-person engagement in parenting classes as part of a childhood obesity prevention program for families with low-incomes levels;  2) examining demographic correlates of parent engagement in online parenting classes; and 3) examining dosage effects of online exposure to parenting classes on prevention outcomes.

Methods: Participants with a broad range of ethnicities took part in a randomized controlled trial at two sites. All participants had children ages 2 to 8 and attended in-person nutrition education classes in small groups offered in English and Spanish (Eating Smart • Being Active; ESBA).  Some parents received parenting content in addition to ESBA.  Parenting lessons were added through in-person (n = 166) and online (n = 168) classes. Control group (n = 196) received ESBA only.  Parenting curriculum included videos, interactive activities, and printable infographics.  Online parents accessed content through text message links.  Assessments (demographics, acculturation, knowledge of parenting and best practices) were conducted at pre-test, posttest, 6- and 12-months. Statistical analyses included multi-level analyses and linear mixed models.

Results: Results showed high levels of attendance for in-person parenting content (70%).  Average access of online parenting was 47% of videos. Older parents and parents of girls showed higher levels of in-person attendance; currently employed parents showed lower levels.  Online engagement varied as a function of ethnicity and acculturation: non-Hispanic parents accessed most videos; low-acculturated Hispanic parents accessed second most; highly acculturated Hispanic parents accessed the least.  Low-acculturated Hispanic parents showed highest in-person attendance.  Significant online program effects were found only for parents who accessed at least half the videos.

Conclusions: This study is useful for development of online parenting interventions.  Only half of online videos were accessed. Building repetition into online interventions may help in providing more content exposure.  Program effects varied as a function of online content accessed -- control group outcomes did not differ from those not accessing any videos.  Future studies should identify strategies that may increase online engagement.

Funding Sources: USDA Grant No. 2015-68001-23311