For example, in the Stanford Adolescent Heart Health Program, four northern California high schools were randomized to intervention or control (Killen, et al., 1989). The 1,130 students with data at baseline and follow-up were 69% white, 2% black, 13.1% Asian, 6.4% Latino, and 9.6% other. In the intervention schools, 10th grade students, ages 14 to 16 years, received 20, 50-minute classroom sessions that covered physical activity, nutrition, smoking, and stress. The curriculum emphasized information on the immediate consequences as well as the long-term benefits of healthy behaviors, trained students in self-regulatory skills and problem solving, and incorporated development of an action plan designed to reach an individually chosen behavior change goal. By two months after the intervention, 30.2% of students in the treatment group who had not been exercising regularly at baseline had become regular exercisers, compared with 20.0% in the control group. The program was also associated with improvements in heart rate. Adolescent boys and girls in the treatment group showed a decrease in average heart rate of 2.3 and 4.1 beats per minute, respectively, while the average heart rate among all controls increased very slightly. Finally, students in the treatment group were also more likely than were students in the control group to report that they would select healthy foods for snacks. At least one nutrition-focused program supports the notion that setting and pursuing a specific behavior change goal may be an effective tool in affecting nutrient intake among adolescents (White & Skinner, 1988).