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Table 3 SSB consumption in outcome measures of the intervention and control groups

From: Effects of an intervention aimed at reducing the intake of sugar-sweetened beverages in primary school children: a controlled trial

   Intervention Control Effect of interventionc
     Unadjusted effects Adjusted effects
Variable N Baseline Follow-up Baseline Follow-up B OR 95%CI B OR 95%CI
Parent report          
% SSB every day 312 57.2% 49.3% 60.2% 56.0%   0.75 0.46 - 1.24   0.79 0.47 - 1.34
Average SSB (L), mean (SD) 322 0.76 (0.56) 0.66 (0.41) 0.85 (0.54) 0.84 (0.43) −0.16 a   −0.24 - -0.07 −0.19 a   −0.28 - -0.10
Average SSB servings (#), mean (SD) 322 2.74 (1.68) 2.39 (1.28) 3.05 (1.61) 2.92 (1.34) −0.42 a   −0.69 - -0.15 −0.54 a   −0.82 - -0.26
Child report          
% SSB every day 350 24.4% 37.5% 26.2% 32.3%   1.33 0.86 – 2.07   1.32 0.78 – 2.24
Average SSB (L), mean (SD) 365 1.31 (0.85) 1.16 (0.75) 1.49 (0.92) 1.15 (0.64) 0.06   −0.07 – 0.20 0.04   −0.10 – 0.19
Average SSB servings (#), mean (SD) 365 4.09 (2.33) 3.70 (2.10) 4.53 (2.54) 3.70 (1.88) 0.16   −0.23 – 0.54 0.05   −0.36 – 0.47
Observation report          
% SSB brought to school 902 68.7%b 68.8% 79.6%b 82.2%   0.51 a 0.37 - 0.70   0.51 a 0.36 - 0.72
  1. Note: Mean values (SD) of average SSB intake in litres, number of servings, and prevalence of children taking SSB with them to school. Figures are given for baseline and follow-up, in intervention and control groups. Also shown is the intervention effect (B (95% CI) and OR (95% CI)) between both groups for the parent reports (n = 356), child reports (n = 387) and observation reports (n = 959). Significant effects are shown in bold. a = in favour of intervention group; b = difference (p < 0.05) between intervention and control group at baseline; c = regression coefficients and odds ratios of the unadjusted models (only adjusted for baseline intake and school-pair) and fully adjusted models (in addition to baseline intake and school-pair, also adjusted for grade, gender, ethnic background and weight status of the child and educational level of the caregiver).
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