Using Teach‐Back to Understand Participant Behavioral Self‐Monitoring Skills Across Health Literacy Level and Behavioral Condition

Kathleen Porter, PhD, RD, Virginia Tech

(1) Identify how participant health literacy can impact the implementation and outcomes of a behavioral intervention.

(2) Describe the purpose of teach-back and teach-to-goal strategies.

(3) Identify how incorporating teach-back and teach-to-goal strategies in behavioral interventions may positively impact intervention implementation and outcomes.

(4) Recognize the importance of universally including health literacy strategies in behavioral interventions.

Kathleen Porter, PhD, RD, is a Post-Doctoral Associate in the Department of Human Nutrition, Foods, and Exercise at Virginia Tech. Her research and professional experiences have centered on exploring the effectiveness and implementation of behaviorally-focused nutrition education programs in community settings, particularly schools. At Virginia Tech, Kathleen is part of a team of researchers and public health professionals seeking to reduce sugar-sweetened beverage intake among adults and adolescents in southwest Virginia through the use of community-based nutrition education programs that incorporate health literacy strategies. Kathleen completed her undergraduate studies at the University of Connecticut and her graduate work at Teachers College Columbia University.

Using Teach-Back to Understand Participant Behavioral Self-Monitoring Skills Across Health Literacy Level and Behavioral Condition