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Food-Related Interventions in Schools for Students With Significant Disabilities: A Systematic Review and Analysis
Brianna Grumstrup1, Mary Ann Demchak1
1Brianna Grumstrup, University of Maine, Farmington, and MaryAnn Demchak, University of Nevada, Reno.
Abstract:
The purpose of this systematic review was to summarize research to date on school-based, food-related interventions (e.g., cooking, grocery shopping, food-related literacy, eating behavior) for students with intellectual and developmental disabilities (IDD). The second purpose was to evaluate the quality of eligible studies according to the design criteria of What Works Clearinghouse (WWC; 2020). Two levels of review took place: the first to establish eligibility for inclusion and the second to evaluate studies for research design criteria. Twenty-seven studies were evaluated, with five meeting WWC standards with or without reservations. The percentage of criteria met in each study ranged from 0 to 100 percent. Research needs and quality for the above outcomes in this population are discussed.
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