Pragmatic Adaptations to Kids SIPsmartER's Implementation Protocol Supported Its Delivery During the COVID-19 Pandemic.

PSYCHOLOGY of middle school students; MEDICAL protocols; FOOD consumption; HUMAN services programs; PSYCHOLOGY of teachers; HEALTH attitudes; QUALITATIVE research; PROFESSIONAL practice; INTERVIEWING; FIELD notes (Science); SCHOOL administrators; PSYCHOLOGICAL adaptation; QUANTITATIVE research; DESCRIPTIVE statistics; STUDENT health; FOOD habits; RURAL conditions; RESEARCH methodology; CONCEPTUAL structures; MIDDLE schools; EVIDENCE-based medicine; COVID-19 pandemic; BEVERAGES; SCHOOL health services

Describe the adaptation, implementation, and perceptions of Kids SIPsmartER's classroom component during the coronavirus disease-impacted 2020–2021 school year. Mixed methods process evaluation. Seven rural Appalachian middle schools (US). Middle-school teachers (n = 14) and principals (n = 6). Kids SIPsmartER was a multilevel, school-based intervention designed to decrease sugar-sweetened beverage intake. The 12-lesson classroom component was supported by an implementation protocol. Implementation protocol adaptations, program perceptions, and the school context were assessed using teacher and principal interviews, teacher-completed fidelity checklists, and researcher-maintained field notes. Adaptations were mapped to the Framework for Reporting Adaptations and Modifications-Enhanced (FRAME). Qualitative data were content coded. Quantitative data were summarized using descriptive statistics. All schools maintained Kids SIPsmartER and delivered 100% of lessons. Ten adaptations were made to the implementation protocol. Schools used adapted delivery approaches to meet individual needs. Teachers and principals identified more benefits than barriers to implementing the program. Using a strategically adapted implementation protocol that was flexible to schools' individual needs allowed all middle schools to deliver Kids SIPsmartER during the 2020–2021 school year. Findings identify adaptation considerations that other school-based evidence-based interventions could incorporate to facilitate delivery during high-stress times. [ABSTRACT FROM AUTHOR]

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