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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).