The Role of Flavor-flavor Conditioning and Sensory-based, Vegetable-themed Education in Increasing Vegetable Consumption in Elementary School-aged Children PDF Download
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Author: Meagan Roxanne Latimer
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ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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This study aimed to increase vegetable consumption and preference in elementary school-aged children using two interventions: 1) flavor-flavor conditioning; and 2) sensory-based, vegetable-themed education. In both interventions, increase in consumption was measured by visual observation of how many vegetables children took and consumed from a vegetable buffet. Preferences were measured with a selfadministered survey. In the flavor-flavor intervention, children ages 5 to 11 (n=59) were exposed to sweetened and nonsweetened vegetable purees. Preferences were assessed prior to intervention using a rating and ranking system. Nine paired tastings were presented. Children received a posttest immediately after the final conditioning (n=27) and again 2 to 3 weeks after the final conditioning (n=24). A repeated measures ANOVA was used to examine the effect of conditioning (sweetened vegetable purees) on flavor preference. The change in attitudes and behaviors related to vegetables was evaluated using iv independent samples t-tests. Pre- and post-flavor conditioning change in whole vegetable consumption was assessed using paired t-tests. Flavor-flavor conditioning is not an effective strategy to increase whole vegetable consumption or preference for vegetables in elementary school-aged children. The vegetable-themed curriculum focused on four vegetables (carrots, peas, cauliflower, broccoli) and included three 30-minute lessons on each vegetable. Lessons included information on how the vegetable tastes, where it grows, and what it looks, feels, sounds, and smells like. Lessons were taught once per week for 3 weeks each month over four months. Children ages 5-11 enrolled in an after-school program at one elementary school were invited to participate (n=27). The amount of vegetables consumed by participants during a vegetable buffet was observed pre- and postintervention (n = 20, 12 respectively). Differences in these amounts were assessed using independent samples t-tests. The education intervention was associated with increased consumption of carrots (p-value =0.001) and peas (p-value=0.003) but not cauliflower or broccoli. There was no change in vegetable-related attitudes/behaviors post-intervention. The results support the use of sensory-based, vegetable-themed education to increase vegetable consumption among children. Future studies should involve a larger sample size and should consider in-school rather than after-school education.
Author: Meagan Roxanne Latimer
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
This study aimed to increase vegetable consumption and preference in elementary school-aged children using two interventions: 1) flavor-flavor conditioning; and 2) sensory-based, vegetable-themed education. In both interventions, increase in consumption was measured by visual observation of how many vegetables children took and consumed from a vegetable buffet. Preferences were measured with a selfadministered survey. In the flavor-flavor intervention, children ages 5 to 11 (n=59) were exposed to sweetened and nonsweetened vegetable purees. Preferences were assessed prior to intervention using a rating and ranking system. Nine paired tastings were presented. Children received a posttest immediately after the final conditioning (n=27) and again 2 to 3 weeks after the final conditioning (n=24). A repeated measures ANOVA was used to examine the effect of conditioning (sweetened vegetable purees) on flavor preference. The change in attitudes and behaviors related to vegetables was evaluated using iv independent samples t-tests. Pre- and post-flavor conditioning change in whole vegetable consumption was assessed using paired t-tests. Flavor-flavor conditioning is not an effective strategy to increase whole vegetable consumption or preference for vegetables in elementary school-aged children. The vegetable-themed curriculum focused on four vegetables (carrots, peas, cauliflower, broccoli) and included three 30-minute lessons on each vegetable. Lessons included information on how the vegetable tastes, where it grows, and what it looks, feels, sounds, and smells like. Lessons were taught once per week for 3 weeks each month over four months. Children ages 5-11 enrolled in an after-school program at one elementary school were invited to participate (n=27). The amount of vegetables consumed by participants during a vegetable buffet was observed pre- and postintervention (n = 20, 12 respectively). Differences in these amounts were assessed using independent samples t-tests. The education intervention was associated with increased consumption of carrots (p-value =0.001) and peas (p-value=0.003) but not cauliflower or broccoli. There was no change in vegetable-related attitudes/behaviors post-intervention. The results support the use of sensory-based, vegetable-themed education to increase vegetable consumption among children. Future studies should involve a larger sample size and should consider in-school rather than after-school education.
Author: ELIZABETH Carney
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ISBN:
Category :
Languages : en
Pages :
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Consumption of vegetables in preschool aged children is significantly lower than nutritional recommendations. Vegetables are an important source of vitamins and minerals, but they also may be able to combat the onset of obesity by displacing more energy dense foods in the diet. This intervention aimed to increase vegetable intake by creating flavor variety in vegetables served within a meal. Variety has previously been shown to delay sensory specific satiety and to increase food intake. Preschool aged (3-5 years-old) children attended two separate laboratories visit and were given a test-meal of common foods: pasta, applesauce, milk, water, and three servings of carrots. For the No Variety condition, all three servings of carrots were seasoned with the same herb and spice blend. For the Variety condition, the three servings of carrots were all seasoned with a different herb and spice blend. Childrens liking of the seasoned carrots was assessed on a hedonic scale, along with a salted control carrot. No differences were found in childrens individual acceptance ratings of the three types of seasoned carrots, or between the seasoned carrots and the salted carrot, but 41% of children selected the salted carrot as their favorite in a rank-order task. Childrens bitter sensitivity was assessed using a suprathreshold solution of 6-n-propylthiouracil (PROP). Children did not consume significantly more carrots in either the Variety or the No Variety condition (36.5 40.5 g and 35.9 43.7 g, respectively; T = 0.15, P = 0.88) when directly comparing differences in grams. Carrot intake at the two conditions was also adjusted into a proportion of total carrots consumed at both meals, in order scale significant differences relative to childrens individual intakes rather than the total weight of carrots served. The proportion of carrots consumed at each meal were not statistically different (P = 0.58), but there was a significant interaction between meal condition and PROP status (F1,40 = 5.16, P = 0.03). PROP tasters consumed relatively more carrots in the Variety condition, while PROP nontasters had the opposite response. It is possible that PROP tasters were better able to discriminate the differences between the seasoned carrots in the Variety condition. These findings suggest that seasoning vegetables with a variety of herbs and spices may be an effective strategy to increase vegetable intake in PROP tasters. Once replicated, this form of targeted intervention could be particularly helpful because PROP tasters tend to consume fewer vegetables than nontasters. These results also suggest that PROP status may influence sensory specific satiety and affect an individuals response to flavor variety. More work is needed to clarify the role of individual herbs and spices on flavor perception and to determine what levels of spice can be used to optimize acceptance.
Author: Elizabeth Strasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 209
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This study aimed to implement and assess a school-based multi-component intervention aimed at increasing elementary school-aged children's knowledge of, preference for, and intake of vegetables. The multi-component intervention included lunchroom exposure, nutrition curriculum in the classroom, after school program vegetable curriculum, family friendly nutrition newsletter, vegetable fair and parent cooking class. Lunchtime vegetable consumption was assessed by direct observation. Changes in preference, attitude, and knowledge were assessed using a pre- and post-intervention survey. The multi-component intervention was implemented at Canyon Elementary during the 2008-2009 school year. Classroom teachers provided 20 minutes of nutrition education to students in grades one through five (n=450) once every month from September 2008 through May 2009. Students who participated in the after school program received additional education once a week for three weeks each month. Overall, no significant difference was observed between children's pre- and post-intervention except for their willingness to try new vegetables. Students in grades second and fourth (n=81) were asked to participate in a plate-waste study by allowing researchers to photograph the amount of vegetables they selected and consumed during (p=0.483) second and (p=0.467) fourth pre-intervention and (p=0.71) second and (p=0.34) fourth post-intervention lunch-period. No change in vegetable consumption was observed (p>0.05). Although the intervention was well received by Canyon Elementary administration, teachers, food-service director, and students, we observed not significant changes in the outcomes we assessed. The results of this study are not consistent with other multi-component school-based interventions that have effectively changed diet-related behaviors among children. Additional work in this area at this school should include additional validated outcomes assessments, changes to the selection of vegetables offered to children in school lunch menus, and a stronger parent involvement.
Author: Andrea L. Wight
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Despite the overwhelming benefits of adequate fruit and vegetable consumption, few children are meeting the USDA dietary guidelines for these food groups. Research has demonstrated that only 30% of children are meeting the USDA dietary recommendations for fruits and 36% are meeting the USDA dietary recommendations for vegetables. For many children, close to half of all fruit consumption is driven from fruit juices and 23% of total vegetable consumption constituted of french fries. With the rate of obesity having tripled from 1980 to 2002, and increases in other diet related diseases, the importance of increasing healthy eating behaviors in children is becoming a necessity. This study evaluated the possibility of using fruit and vegetable dips enhanced with herbs and spices as a vehicle to increase fruit and vegetable consumption. A series of fruit and vegetable dips were developed, including plain and herb and spice enhanced versions. Objective of the dip development process was to develop a dip that was high in flavor and low in calories, fat, and sugar. Food preference testing was conducted on 34 preschool children between the ages of 3-5. Level of acceptance and change in consumption of the vegetables were measured. Results demonstrated that the addition of a spiced dip increased the acceptance of disliked vegetables, specifically vegetables previously rated as disliked (p
Author: Karinna Pilar Estay Villalon
Publisher:
ISBN: 9781392894262
Category :
Languages : en
Pages :
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In spite of all the health benefits of vegetable consumption, children are not eating the recommended amount of vegetables. Moreover, interventions oriented towards promoting vegetable consumption have trouble increasing vegetable intake in childhood. This dissertation aims to contribute to a deeper understanding of children’s vegetable preferences through the analysis of children’s vegetable liking, as well as the factors involved. Specifically, this study analyzes children’s vegetable preferences, as well as those of their mothers, in three different countries: Chile (CL), China (CN) and the USA. Three hundred and eighty-four children (ages 5 -12) and their mothers completed the study (CL mothers n=93; CL children n=130; CN mothers n=128; CN children n=130; US mothers n=100; US children n= 124). All participants took part in two tasting sessions in which they tasted and rated a total of 14 different vegetables for liking and described the samples using Check-All-That-Apply (CATA) questions. The second tasting session included an exit survey answered by mothers, which collected information about eating habits, feeding practices and demographics about participants. The results show significant differences in the degree of overall vegetable liking between the children from the three countries (p
Author: Anna Canova
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Category :
Languages : en
Pages :
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Background: The obesity epidemic continues to be an urgent public health concern in the United States, with high rates in children as young as pre-school and early elementary school particularly alarming. With tendency for early weight status to permeate through the lifespan, early prevention is necessary (Llewellyn, 2015). Increasing cruciferous vegetable consumption and liking in 3- to 5-year-olds is proposed as a positive means for developing healthy eating habits early for a lifetime of positive lifestyle behaviors. Objectives: The purpose of this study was to consider biological, environmental (home and school), and social influences on childrens liking and consumption of cruciferous vegetables, and whether those behaviors and ideas can be positively changed through repeated exposure to education and food tastings, as well exposure at home (recipes and fun fact sheets). Methods: The Cruciferous Crew intervention study included 24 children ages 3 to 5 years and their parents, recruited from a university childcare center in Central Pennsylvania. Childrens ability to identify liking for and willingness to try cauliflower, broccoli, and Brussels sprouts was measured before and after the intervention. Children were exposed to a series of 4 storybooks that introduced them to cauliflower (main focus), and other vegetables including broccoli and Brussels sprouts. Children also had the opportunity to taste a cauliflower-based snack after the lesson (e.g., cauliflower rice). It was hypothesized that repeated exposure to the stories and cauliflower in various forms, would increase childrens liking for and willingness to try the target vegetables. Sensitivity to bitter taste (taster status) and parents-reports of child picky eating and the frequency of consuming the target vegetables were also measured. Results: Results showed that the intervention was successful in significantly increasing childrens ability to identify and liking for cauliflower. Childrens ability to identify Brussels sprouts also significantly increased after the intervention. However, in a subsequent offering, childrens willingness to try the target vegetables decreased after the intervention, which was opposite of what I hypothesized. Children with a bitter taste sensitivity showed the greatest pre-post increases in liking of all target vegetables, although the differences did not reach significance. Qualitative data showed expressions of great enthusiasm around the phrase Cauliflower Power and excitement with the visits and tastings in general. The positive, neutral, and negative verbal and behavioral observations noted may give even more insight in a study this small on the relevance of the quantitative results. Conclusions. Repeated exposure to storybooks about cruciferous vegetables can increase children knowledge about and liking for those vegetables. This approach may be particularly powerful for children with a bitter taste sensitivity. Although limitations such as shortened classroom time, limited research assistance, and small sample size did exist for this study, these complications are surmountable and future research on this topic is both feasible for the research team and likely to be a very rewarding, fun, and well-accepted experience for the participants.
Author: Emily Rice Romanowski
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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BACKGROUND: Childhood obesity is on the rise in the United States and throughout the world. Studies have shown that reducing vegetable plate waste and increasing vegetable consumption in children can improve health outcomes. Studies have also suggested strategies to reduce the amount of plate waste that children produce during lunchtime. OBJECTIVE: The purpose of this study was to determine whether a nutrition education and taste test intervention would reduce plate waste of select vegetables in a middle school setting. DESIGN: The study used an experimental design. The study took place at an elementary school in the rural Midwest during the third and fourth quarters of the 2012-2013 school year. Plate waste measurements were originally taken for four specific vegetable items: zucchini and tomatoes, refried beans, mixed greens and black bean salsa. After the original measurements, students enrolled in a Family Consumer Sciences class during the third quarter participated in an intervention that involved nutrition education and tasting the specific vegetables. During the fourth quarter, plate waste measurements were taken again to determine if the nutrition education with taste tests helped to decrease the amount of plate waste produced by the students. MAIN OUTCOME MEASURES: The independent variable being tested was participation in the taste tests with nutrition education intervention. The dependent variable being studied was the amount of vegetable based plate waste from Carbondale Middle School students. STATISTIAL ANALYSES PERFORMED: Independent t-tests were used to determine statistical differences in the amount of plate waste pre- and post-intervention. The survey given after the taste test was assessed using the Analysis of Variance (ANOVA) test to determine if one vegetable item was liked more than another. RESULTS: Results showed that the implemented nutrition intervention was not effective in reducing the amount of plate waste. There was a significant difference, however, in the opinions given by the students regarding the vegetables served (p =
Author: Emily Rice Romanowski (‡e author)
Publisher:
ISBN:
Category : Food
Languages : en
Pages : 69
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Book Description
BACKGROUND: Childhood obesity is on the rise in the United States and throughout the world. Studies have shown that reducing vegetable plate waste and increasing vegetable consumption in children can improve health outcomes. Studies have also suggested strategies to reduce the amount of plate waste that children produce during lunchtime. OBJECTIVE: The purpose of this study was to determine whether a nutrition education and taste test intervention would reduce plate waste of select vegetables in a middle school setting. DESIGN: The study used an experimental design. The study took place at an elementary school in the rural Midwest during the third and fourth quarters of the 2012-2013 school year. Plate waste measurements were originally taken for four specific vegetable items: zucchini and tomatoes, refried beans, mixed greens and black bean salsa. After the original measurements, students enrolled in a Family Consumer Sciences class during the third quarter participated in an intervention that involved nutrition education and tasting the specific vegetables. During the fourth quarter, plate waste measurements were taken again to determine if the nutrition education with taste tests helped to decrease the amount of plate waste produced by the students. MAIN OUTCOME MEASURES: The independent variable being tested was participation in the taste tests with nutrition education intervention. The dependent variable being studied was the amount of vegetable based plate waste from Carbondale Middle School students. STATISTIAL ANALYSES PERFORMED: Independent t-tests were used to determine statistical differences in the amount of plate waste pre- and post-intervention. The survey given after the taste test was assessed using the Analysis of Variance (ANOVA) test to determine if one vegetable item was liked more than another. RESULTS: Results showed that the implemented nutrition intervention was not effective in reducing the amount of plate waste. There was a significant difference, however, in the opinions given by the students regarding the vegetables served (p =
Author: Stacy Lyn Bevan
Publisher:
ISBN:
Category :
Languages : en
Pages : 229
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The nutritional status of children is declining as evidenced by the steady rise in childhood obesity rates over the last three decades. Consuming five servings of fruit and vegetables (FV) daily has shown to help with weight maintenance, but children are consuming far less than the recommended servings. This study was designed to test the efficacy of a sensory-focused multi-component school-based program at increasing vegetable intake among fifth-graders. Classroom, family, and community components allowed children to explore thirteen target vegetables with their senses including taste. Vegetable consumption was measured by digitalized observations of lunchtime vegetable selection and consumption. Vegetable acceptance was evaluated using a self-administered survey assessing attitude and behaviors related to vegetable consumption. Measures were assessed at multiple time points and compared between the intervention school and a comparison school matched for demographic similarities. Parental consent was obtained for 136 fifth-graders to participate in the multicomponent study and 114 were included in the plate waste study. Data were collected over six days of plate waste observations including two phases: the control phase (CP) and the target vegetable phase (TVP) where target vegetables were served in addition to the regular lunch vegetables. Differences in mean vegetables taken and consumed during each phase of the plate waste study were analyzed using analysis of variance (ANOVA) and paired sample t-tests. When fried potatoes were included as a vegetable in the analysis, the comparison school took (P
Author: Brooke A. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Researchers in the Psychology Department and the Nutrition, Dietetics, and Food Sciences Department sought to improve elementary school children0́9s in-school fruit and vegetable (FV) consumption. To achieve this goal, a program that has proven effective in the UK called the Food Dudes (FD) program was implemented in six local schools. Schools were assigned to either experience the traditional FD program (with prize rewards, such as pencil cases and bubbles), a modified version of the FD program (with praise rewards replacing the prize rewards), or no FD program (the control group). Students who consumed a pre-specified amount of FV each day during the intervention earned a reward according to the program0́9s schedule. Results showed that students in the Prize schools were consuming more FV than students in the Praise schools and the Control schools at follow-up when the intervention had been removed for six months. While the success of the FD program with prize rewards (i.e., incentives) was encouraging, many teachers reported issues with its implementation. An incentive-based intervention may be difficult for schools to implement due to high labor and material costs, especially without outside assistance. Therefore, we aimed to reduce these costs while maintaining the use of incentives. We developed an intervention based on the principles of gamification in which students earned in-game, virtual rewards for meeting their FV consumption goals each day at school. This intervention was rated favorably by teachers and parents and showed significant increases in school-wide and individual FV consumption in two schools in Logan, UT, but long-term increases were not obtained. Improving children0́9s dietary decisions, namely FV consumption, is an important goal that can positively impact future health. Sustainable, incentive-based interventions, like the school-wide gamification model developed in this project, represent a promising step toward achieving this goal.
