Development and Implementation of a Bed Bug IPM Enrichment Curriculum, Part II

As concerns about bed bug sightings began to increase and schools began to report bed bug introductions, an expert group convened by the Environmental Protection Agency recommended development of curricula to teach young students about bed bug biology and management. The Bed Bugs and Book Bags curriculum is our response to this recommendation. This third- through fifth-grade curriculum was developed using a six-step process and has been implemented by health educators, teachers, and the pest management industry within and outside of the United States. The curriculum consists of 10 lessons correlated with state health educational standards and is specifically designed to educate teachers and students about bed bugs. In pilot testing of various groups including teachers, students, custodial staff at rescue missions, and pest management professionals, teacher and student groups had the highest increase in knowledge gain after being introduced to the curriculum. The curriculum is available online at http://duval.ifas.ufl.edu/Bed_Bugs.shtml. Based on self-reporting, it has the potential to reach approximately 40,000 people across the United States, Canada, and Saudi Arabia.

Part I of “Development and Implementation of a Bed Bug IPM Enrichment Curriculum” was published in the Summer 2016 issue of American Entomologist (Volume 62, number 2) and described the rationale for creating “curricula to teach young students about bed bug biology and management” via the Bed Bugs and Book Bags project. Part I provided detailed information about development of the Bed Bugs and Book Bags curriculum. Curriculum implementation took place from 2012 through 2014 and included two phases: training of educators to implement the curriculum, and evaluation of efficacy of the curriculum following implementation. This article focuses on the results and discussion of these Iwophasesofftie project.

Curriculum Implementation

Phase 1

During the onsite training sessions, teachers (N = 11) agreed to participate inth e pilot program andto use the curriculum in their classrooms. When te achers were asked when they would start using the curriculum, 70% said within the nexrsix months and 30% within the next year.Asked when they would start implementing bed bug prevention practices in the classroom, over half of the teachers wanted to start immediately or within the next six months; the rest were unsure.

Some 4-H agents (N = 14) were asked a similar series of questions, and 67% were willing to participate in the pilot program.

Of these, 87% were planning on using the curriculum in the classroom, and most were planning on using the curriculum within six months to a year. When the 4-H agents were asked when they would plan on implementing bed bug prevention techniques, half indicated they would do so within six months.

Phase 2

When groups of people experienced a live presentation of the curriculum concepts and took the pre-tests and post-tests, there was a significant difference between the amount of knowledge that various audience groups demonstrated before (F = 12.81, df = 7, P < 0.0001) and after (F = 8.16, df = 7, P < 0.0001) the presentation (Fig. 2). Pest management professionals (PMPs) had a significantly higher score (79%) on the pre-test compared to teacher, student, and mixed groups (F = 12.81, df = 7, P < 0.0001). Fifth-grade students had the lowest score (53%), but were not significantly lower than teachers or the mixed group. After the bed bug curriculum was presented and the post-test was administered, each individual group scored significantly higher than the mixed group (F = 8.16, df = 7, P < 0.0001) (Fig. 1).

All groups scored significantly higher on the post-test than they had done on the pre-test: PMPs, t = 3.87, df = 114, P < 0.0001; 4-H agents, t = 4.28, df = 26, P = 0.0001; Master Gardeners, t = 9.11, df = 94, P < 0.0001; NAVFAC (Naval Facilities Engineering Command), t = 5.39, df = 66, P < 0.0001; college students, t = 5.17, df = 24, P < 0.0001; teachers, t = 7.39, df = 20, P < 0.0001; fifth graders, t = 13.75, df = 166, P < 0.0001; and mixed group, t = 3.35, df = 64, P = 0.0007. This indicates a positive knowledge gain for each group (Fig. 1). The teachers and fifth graders had the highest percentage increase in post-test versus pre-test grades: 34% and 34.7%, respectively (Fig. 1).

Analyzing biology-based questions on the pre-test and post-test, each group had higher scores on the post-test than on the pre-test, indicating a knowledge gain: PMPs, t = 4.04, df = 114, P < 0.0001; 4-H agents, t = 3.25, df = 26, P = 0.002; Master Gardeners, t = 6.19, df = 94, P < 0.0001; NAVFAC, t = 4.18, df = 66, P < 0.0001; college students, t = 3.46, df = 24, P = 0.001; teachers, t = 9.89, df = 20, P < 0.0001; fifth graders, t = 12.48, df = 166, P < 0.0001; and mixed group, t = 3.47, df = 64, P = 0.0005 (Fig. 2). Again, teachers and fifth-grade students had the highest percentage difference between their biology pre-test and post-test grades of 39% and 36%, respectively (Fig. 2).

With regard to medical significance questions, each group had higher scores on the post-test than on the pre-test: PMPs, t = 3.75, df = 114, P = 0.0002; 4-H agents, t = 2.98, df = 26, P = 0.0031; Master Gardeners, t = 9.94, df = 94, P < 0.0001; NAVFAC, t = 4.77, df = 66, P < 0.0001; college students, t = 5.82, df = 24, P < 0.0001; teachers, t = 7.47, df = 20, P < 0.0001; fifth graders, t = 9.53 df = 166, P < 0.0001; and mixed group, t = 5.77, df = 64, P < 0.0001 (Fig. 2). Teachers and college students had the highest percentage difference (54%) between their medical significance pretest and post-test grades (Fig. 2).

Each group except the mixed group had higher scores on the post-test than on the pre-test for prevention and treatment-based questions: PMPs, t = 2.43, df = 114, P = 0.0082; 4-H agents, t = 3.67, df = 26, P = 0.0005; Master Gardeners, t = 3.28, df = 94, P = 0.0007; NAVFAC, t = 3.65, df = 66, P = 0.0003; college students, t = 2.40, df = 24, P = 0.0112; teachers, t = 2.21, df = 20, P = 0.0196; fifth graders, t = 8.57, df = 166, P < 0.0001; and mixed group, t = 0.56, df = 64, P = 0.2858 (Fig. 2). Fifth graders had the highest percentage difference between their prevention and treatment pre- and post-test grades (34.5%; see Fig. 2).

Curriculum Demographics

Demographic information was collected using ProProfs online quiz-maker software. When individuals accessed the online curriculum, they were asked to watch a bed bug information presentation (28 min) and complete an online quiz before downloading the curriculum. Between March 2012 and December 2014, 408 individuals completed the online training and 2,229 downloaded the curriculum. Three of the 408 individuals accessing the online training did not provide demographic information.

Demographic information was provided by 405 individuals who completed the online quiz: Florida was the home state of 40% of the respondents; Indiana, 12.5%; California, 9%; Minnesota, 5%; Maryland, 4%; North Carolina, 3%; Texas, 2%; and the other 25% came from the remaining states. One individual each from Canada and Saudi Arabia also completed the training module and quiz. Individuals self-reported that they would utilize the curriculum to impact their communities. Based on this information, more than 44,000 people could be impacted by knowledge gained from the training and curriculum; 10,000 of these impacts would occur in New Jersey and more than 5,000 in Florida.

The demographic data provided indicated that 71% of the participants were female and 29% were male. Seventy-seven percent of the participants were Caucasian, 7% were African American, 3% were Hispanic, and 1% Native American. Other participants did not indicate a race. Fifty-one percent of the respondents would be teaching the curriculum to adult learners, while 43% would teach children aged 4-12. Some respondents indicated that they would also serve groups not in their primary target audience: the special needs population (27%), the underprivileged (22%), children under five (8%), and the elder population (7%).

Twenty-four percent of the respondents were K-12 teachers, 10% were in the pest management industry, 10% worked for County Extension or were Master Gardeners, and 3% were university faculty. Many of the respondents (53%) had other jobs outside these listed areas.

In the spring of 2014, an online follow-up survey was administered to those who had completed the online training module and downloaded the curriculum. This was done to investigate what impacts the curriculum had in the classroom. Three hundred and thirty-nine participants responded to the follow-up survey. This number was achieved by sending three reminder e-mails asking educators who had completed the training to participate. Fifty-four percent of the respondents said that they had used the Bed Bugs and Book Bags curriculum in the last three years. Of these, 69% indicated using it one to five times, and 7% used it more than 15 times. Educators (N=48) have self-reported delivering the curriculum to 3,777 individuals. Sixty-five percent felt that there was a knowledge transfer from students to their homes. Participants ranged from all parts of the country including Florida, California, Alaska, Arizona, District of Columbia, and Maine. There was also one international participant from Saudi Arabia who indicated using the curriculum 11-15 times.

Discussion

The Bed Bugs and Book Bags IPM curriculum for third- through fifth-grade students was requested by the Duval County Public Schools (Jacksonville, FL). Increased bed bug sightings in Duval County Public Schools created a need to heighten bed bug awareness while simultaneously reducing pesticide usage in schools. This curriculum uses the 4-H experiential learning model: nine learning concepts and 10 hands-on activities encourage students to make healthy choices for themselves and their environment while providing bed bug prevention strategies.

The fourth-grade reading level of the curriculum, coupled with a reading ease of 82%, is on target with the focus group's recommendation for curriculum targeted to third- through fifth-grade students. Teacher evaluations of the curriculum indicated that the curriculum would be easily adaptable for use with other grade levels. The teacher's guide and other aspects of the curriculum meant for teachers scored at a seventh-grade reading level, which is comparable to newspapers and magazines such as USA Today, Washington Post, Reader's Digest, Time, and TV Guide. These are all written at a ninth-grade reading level (IIPLS 2005). The Bed Bugs and Book Bags curriculum was approved by Duval County Public Schools and is currently being used by teachers and 4-H agents in Duval Country as well as within and outside of the U.S. An important feature of this curriculum is that it targets students within the classroom and also has large-scale impact beyond school walls. Based on demographic data, nearly half of the educators (47%) who downloaded the curriculum do not teach in typical classrooms. Their focus is on the general adult population, which implies that there is a real need for this curriculum that will be appropriate for third- through fifth-grade students and also the public at large. Based on observations from delivering the curriculum across Florida, information from the curriculum will be incorporated into programs in shelters, churches, and a wide range of community facilities. An important concept that is covered in the materials is the importance of identifying bed bug introductions so that infestations and subsequent treatments can be avoided.

In the second phase of pilot-testing the curriculum, additional evaluation of the Bed Bugs and Book Bags curriculum was achieved through data gained from assessing baseline knowledge and knowledge gain about bed bugs. Regardless of job status (mixed group or PMPs), literacy (mixed group or college level), and age (fifth graders or all other groups), every group tested had increased knowledge of bed bug biology and the medical significance of bed bugs after experiencing the curriculum.

Bed bug prevention and treatment was one area that was expected to show improvement for all groups. This is crucial to bed bug pest management. However, one group of custodial staff from shelters and rescue missions (mixed group) did not show a knowledge gain, possibly due to low literacy.

Young people use life skills to learn concepts, and retain those concepts when activities are combined with questions (CSREES 1992). The use of the Experiential Learning Do-Reflect-Apply Model allows for activities and questions that can be formulated into life applications. The addition of the teacher guide to the Bed Bugs and Book Bags curriculum provides a fact-based overview on bed bug biology, identification, and management strategies. This eliminates the need for educators to seek online sources of information that may be incomplete or incorrect. Each lesson plan includes a reference to the teacher's guide section that provides accurate, relevant knowledge correlating with that particular lesson.

An example of how this curriculum is being used is demonstrated in the experience of students attending an afterschool program in Maine that used the Bed Bugs and Book Bags curriculum. Four of the children who had learned about bed bugs during the afterschool program came back the following day saying that they had bed bugs. An inspection showed that these students did indeed have bed bugs. This is one clear example of successful alignment of Lesson 2.1, “Bed Bug International,” and Lesson 3.2, “Starring Bed Bugs,” with the state education standards. State health education standards accompanying those lessons encourage students to explore and predict how different family and friends’ traditions and customs influence health behaviors. Students are also encouraged to help others make positive health choices, and to identify circumstances that help or hinder health decision making. The students were applying two key learning concepts from the Bed Bugs and Book Bags curriculum: self-concept (empowerment by learning to take action) and critical understanding.

When the curriculum was released for download in 2012, participants self-indicated that they would impact nearly 40,000 individuals. In 2014, participants from the online training were asked to self-report how many people they actually impacted with the curriculum. Respondents (N=339) indicated that the actual impact was 3,777 individuals. However, use of the curriculum is making a positive impact and is providing knowledge that allows students and adults to properly identify bed bugs. Teachers submitted the following samples of success stories resulting from the use of the Bed Bugs and Book Bags curriculum:

• “Having a knowledge base, thanks to this program, I was able to instruct our maintenance department immediately following student's concerns about bed bugs at home. I had already purchased a plastic storage container (for backpacks) and provided it for the classroom. There were no reports of bed bugs in other homes of fellow students or in our school. The parent was open to discuss the issue with me and was grateful to have someone informed to speak with. They continue to have issues at home and are currently staying with friends while the specialized exterminator treats the home. Additionally, I hosted four nursing students from a local college last year and another 12 this year. All were thrilled that this program was available, showed interest in the information provided and expressed that they were unaware bed bugs could be in our area. Thank you for making this excellent program available to schools. It has been very helpful.”

• “A 12-year-old shelter resident, after completing a Bed Bug workshop, discovered evidence of the bugs in the family's living quarters; he told his parent. The parent ignored the child's claim so the child took a photo with his phone, collected two bugs in a plastic bag and delivered them to the family Social Worker. A unit inspection by the Social Worker revealed an infestation in a sofa bed. Both the child and the Social Worker had attended the same workshop.”

The Bed Bugs and Book Bags curriculum is an example of a cost-effective effort in bed bug management that is available to the public. In addition to accessing the training module, anyone downloading the Bed Bugs and Book Bags curriculum needs to pass a post-quiz to be issued a certificate of being knowledgeable to deliver bed bug information and prevention strategies. The Bed Bugs and Book Bags curriculum placed first as a learning module with the Florida Association for County Agriculture Agents, and was a regional finalist with the National Association for County Agriculture Agents. This demonstrates its potential to be used as a model for educational bed bug material for higher grades within and outside academia.

Acknowledgements

We thank all the members of the Jacksonville Bed Bug Task Force and members of the Florida Pest Management Association, most notably Cheryl Hall and Jennifer Leggett, for comments, contributions, pilot-testing, and continued support for the Bed Bugs and Book Bags curriculum. The materials for pilot-testing this project were funded through a University of Florida IFAS grant. A Bed Bugs and Book Bags Middle School curriculum is currently being developed and was funded by a grant from the Southern Region IPM Center.

The curriculum and online training module are available online at http://duval.ifas.ufl.edu/Bed_Bugs.shtml.

References Cited

Author notes