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The Healthy Weight Collaborative (HWC) represents a national quality improvement effort to increase uptake of evidence-based community-based interventions to address obesity among children. Implemented from 2011 to 2013, the HWC built the capacity of 49 community-based multisector teams (10 teams in the Phase 1 pilot, 39 teams in Phase 2), delivered services to support health behavior changes in children and families, and implemented sustainable social and environmental policy change at the organizational and community levels. Phase 2 teams participated in three virtual collaborative learning sessions interspersed with three "action periods" during which teams implemented the HWC "change package" while receiving tailored coaching and peer-support. All of the teams participating in Phase 2 adopted a healthy weight message, 59% implemented community-wide healthy weight assessments and healthy weight plans, and 31% made progress toward developing and implementing policies to promote healthy weight. By the end of the project, one-third of teams had developed sustainability plans to continue working with this approach. The HWC offers a collaborative team model with the potential to effectively address other public health challenges.

ACRC recognizes that all children and adolescents are complex human beings, who may bring to their care with the residential treatment centers many forms of diversity, including diversity of sexual orientation (SO) and gender identity (GI). It is incumbent upon residential treatment centers to ensure that these diversity issues are treated with linguistic and cultural competence in all aspects of these client's treatment from admission through discharge planning. Crucial to delivering high-quality care requires focusing on the intentional creation of safe space, staff training, affirming policies and procedures, and increasing family acceptance.

This report from the field describes the design, implementation, and early evaluation results of the Healthy Weight Collaborative, a federally-supported learning collaborative to develop, test, and disseminate an integrated change package of six promising, evidence-based clinical and community-based strategies to prevent and treat obesity for children and families.

This study investigated the effects of variations in graphic elements that account for differences in speed and accuracy between reading text aloud from paper versus laptop computer. Variations in accurate reading-aloud performance are attributable to individual differences in the visual accessibility of information due to (1) the experimental manipulations of the independent variables, (2) the subjects' prior exposure to print within the culture, and (3) the educational attainment of the subject. A non-representative sample of 48 female survey interviewers (ages 38–72) were employed in the conduct of this study. Survey interviewers were selected because they gather information using laptop computers; the quality of the survey information collected may be directly associated with the legibility of computerized text on reader performance. Subjects completed a prior exposure to print questionnaire (Stanovich & West 1989) and a demographic data form (IDIQ). Repeated-measures analyses of variance were employed to examine individual differences in the speed and accuracy of reading-aloud performance for twenty-four conditions varying the levels of independent variables including: (1) Font (Times Roman, Helvetica, and Courier), (2) Justification (fully- justified versus left-justified), (3) Leading (single-spaced versus double-spaced), and (4) Mode of Presentation (paper versus laptop computer). Linear regression analyses found subjects' prior exposure to print significantly and positively related to predicting speed and miscue performance. The subjects' educational attainment significantly predicted miscue performance. Subjects' ages were not significantly related to performance. Results of this study inform computer programmers and designers who are responsible for developing standards and guidelines for legible computerized text for the effective access of accurate information.