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Table 1 RE-AIM dimensions and application to process evaluation measures

From: Implementing Smarter Lunchrooms Makeovers in New York state middle schools: an initial process evaluation

Dimension Definitiona Process evaluation measures
Reach Number of people and percentage of the target population affected by the environmental change (and the extent to which the individuals reached are representative and include those most at risk). Described using proportional reach, i.e., the number and proportion of enrolled students participating in the National School Lunch Program, including the number of low-incomeb students. Data were retrieved from the New York State Department of Education [29].
Effectiveness A measure of effects on health behaviors, including positive, negative, and unanticipated consequences. Described as potential external influences on intervention effectiveness, i.e., contamination or threats to internal validity and aspects of cafeteria environments aligned with protocol prior to implementation, captured by school environmental assessments and lunchroom audits. Note: Student behavioral outcomes will be reported elsewhere.
Adoption Number, proportion, and representativeness of settings and intervention agents participating, and the extent to which the settings selected are representative of settings that the target population will use or visit. Number and characteristics of participating schools. Also described as the number of interventionists and providers trained in Smarter Lunchrooms protocol and their reported preparedness to initiate intervention, detailed in provider training progression records, interventionist and provider training evaluations and interviews, and contact logs.
Implementation Level of adherence to implementation guidelines and the extent to which elements are implemented. Described as fidelity (including fidelity scores by school service lines) to intervention protocols assessed via contact logs, lunchroom audits and interventionist and provider interviews.
Maintenance At the setting level, the extent to which change is maintained or new barriers are prevented or reduced. Described as fidelity scores by school service lines to intervention protocols beyond the intervention end date, assessed via lunchroom audits two weeks post-intervention.
  1. aAdapted from [2628]
  2. b Students are classified as low-income if they or their family participate in federal economic assistance programs [29]