Purpose: To examine effectiveness of an educational intervention on attitude and knowledge related to accessing and qualifying for the Supplemental Nutrition Assistance Program (SNAP).
Design: Cross-sectional survey.
Setting: Community sites (38) in North Carolina.
Participants: Low-income adult participants who provided data (n = 558).
Intervention: Participants completed pre- and postsurveys for the 45-minute program.
Measures: Theoretically based surveys measured knowledge requisite to the decision to apply for SNAP benefits.
Analysis: Paired sample t tests tested the hypothesis of "no difference" in postintervention knowledge.
Results: Knowledge gains were statistically significant on all questions ( P < .01) including the amount of food a minimum benefit could purchase, how to apply for SNAP, how the electronic benefit transfer card and benefits work, eligibility restrictions, and how to receive application assistance. Subsequent percentage change analyses revealed the strongest intervention effects to be how to apply and accessing application assistance.
Conclusion: Effective theory-based programs can improve knowledge and dispel myths concerning SNAP participation among low-income participants.
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