scholarly journals Study Design and Protocol to Assess Fruit and Vegetable Waste at School Lunches

2019 ◽  
Vol 9 (9) ◽  
pp. 101 ◽  
Author(s):  
Allison Marshall ◽  
Gregory Bounds ◽  
Krista Patlovich ◽  
Christine Markham ◽  
Alicia Farhat ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Low Income ◽  
Retention Rate ◽  
Nutrition Intervention ◽  
Fruit And Vegetable ◽  
School Lunches ◽  
Additional Time ◽  
Plate Waste ◽  
Time Points ◽  
Quasi Experimental

This paper has two main aims: (1) to describe the design, implementation, and testing of a protocol to assess longitudinal changes in F&V plate waste conducted as part of a quasi-experimental study, (2) to provide baseline descriptive data on school demographics and study participants. This paper describes the protocol development and implementation, and presents baseline data of a longitudinal fruit and vegetable (F&V) plate waste study. The protocol was developed to determine the preliminary impact of Brighter Bites, a 16-week school-based nutrition intervention, on F&V wasted and nutrients wasted from school lunches. We measured plate waste using a quasi-experimental design (n = 2 intervention schools receiving Brighter Bites, n=1 comparison school; n = 115 4th and 5th grade children). We measured plate waste for five days at each of four time points over the 2017–2018 academic year (baseline prior to intervention, three additional time points). Data collectors measured lunch F&V waste using digital scales and recorded weights on a data collection app. This study was conducted in three central Texas public elementary schools serving predominantly low-income families (>89% of children on free/reduced lunch program). On average, at baseline, 59.1% of all F&V were wasted and children tried <1 F&V at meals. Foods most wasted were legumes and foods least wasted were par-fried baked potatoes. Final retention rate across the four time points was 75.70%. Measurement inter-rater reliability was 100% (r = 0.99). Our study presents a protocol for detailed, individual-level, longitudinal plate waste assessment in elementary schools.

Salad Bars and Fruit and Vegetable Consumption in Elementary Schools: A Plate Waste Study

2005 ◽  
Vol 105 (11) ◽  
pp. 1789-1792 ◽  
Author(s):  
Marc A. Adams ◽  
Robin L. Pelletier ◽  
Michelle M. Zive ◽  
James F. Sallis
Keyword(s):  
Elementary Schools ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Plate Waste

scholarly journals Evaluation of a PSE School-Based Fruit and Vegetable Intervention (P04-166-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Caterina Morgera ◽  
Kate Balestracci ◽  
Joanna Raymond ◽  
Sarah Amin ◽  
Geoffrey Greene
Keyword(s):  
Low Income ◽  
Vegetable Intake ◽  
Fruit And Vegetable ◽  
Standard Instruction ◽  
Funding Sources ◽  
School Based ◽  
Home Based ◽  
Quasi Experimental ◽  
Wellness Policies ◽  
Post Assessment

Abstract Objectives To determine the effect of a policy, systems, and environmental (PSE) intervention, Students Take Charge! (STC) among 4th and 5th grade students from low-income communities on 1) fruit and vegetable (FV) intake, and 2) FV variety, PSE and FV knowledge, and self-efficacy (SE) to ask for FV at school and home. Methods A quasi-experimental design was used involving six schools over two years. Schools were purposely selected; two schools each year either received STC or standard instruction. The study sample includes students (n = 326 intervention; n = 351 comparison) providing pre and post data (baseline and post-assessment at week 18). SNAP-Ed educators provided the 8-lesson STC curriculum across 18 weeks; comparison students received standard instruction. STC is a school-based PSE intervention focusing on empowering students to make FV based changes at school and at home. STC taught students about wellness policies, persuasive messages, and making requests; it cumulated with a vote to add a student submitted FV-based recipe to the school lunch menu. In addition, STC provided information about the importance of FV intake and variety. Students completed the STC survey at both time points assessing FV intake, variety, knowledge and SE. Analyses compared intervention and comparison students from baseline to post-assessment using ANCOVA (1) and MANOVA (2). Results From baseline to post-assessment, there were significant differences (P < 0.01) between intervention and comparison students; intervention students decreased fruit intake and variety, increased PSE knowledge and SE in school.There were no differences in vegetable intake, variety or FV knowledge between intervention and comparison students. There was a trend (P = .09) towards increased student SE to ask parents for FV in the home in the intervention students compared to the comparison students. Conclusions STC was associated with an increase in PSE knowledge and student SE to ask for FV in school. STC may require additional strategies, including home-based strategies, to increase FV knowledge, intake, and variety behavior changes. Funding Sources USDA SNAP-Ed.

scholarly journals Baseline Comparison of Fruit and Vegetable Purchases at Indiana Elementary Schools for Power up with Produce Team Nutrition Intervention Study (P04-140-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Olivia Isaacs ◽  
Jamie Simko ◽  
Elizabeth Foland ◽  
Olivia Houchin ◽  
Stephanie Dickinson ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Hierarchical Linear Modeling ◽  
Eating Behaviors ◽  
Food Service ◽  
Nutrition Intervention ◽  
Fruit And Vegetable ◽  
Linear Modeling ◽  
Funding Sources ◽  
Dark Green ◽  
Service Managers

Abstract Objectives To determine if student school meal item purchases at two groups of schools are equivalent at the beginning of a study designed to promote healthy fruit and vegetable attitudes and eating behaviors. Methods Pairs of rural Indiana elementary schools were recruited from each of 5 strata, created based on geographic locale and school size, and were assigned to control (CON) or intervention (INT) group in a cluster RCT in Fall 2018. Food service managers provided food production records that itemized quantities of student fruit and vegetable purchases for 19 days. Fruit, total vegetables, and vegetable subgroups purchases were compared after log transformation using hierarchical linear modeling (level 1 = meal day, level 2 = schools, α = 0.05) with SAS ver9.4. Results For breakfast, negligible amounts of vegetables were served and mean purchases of fruits were not different with 0.77 ± 0.30 cup/student/meal at INT schools and 0.62 ± 0.20 cup/student/meal at CON schools (P = 0.400). At lunch, fruit consumption was also not different with mean fruit at 0.49 ± 0.10 cup/student/meal at INT schools and 0.48 ± 0.16 cup/student/meal at INT schools. (P = 0.722). Total vegetables were different with 0.67 ± 0.25 and 0.37 ± 0.19 cup/student/meal, for INT and CON, respectively (P = 0.001). Vegetable subgroups were not different for dark green (0.12 ± 0.22, 0.07 ± 0.08 cup/student/meal, for INT and CON respectively, P = 0.540), red/orange (INT = 0.12 ± 0.23 and CON = 0.08 ± 0.09 cup/student/meal, P = 0.688) legumes (INT = 0.07 ± 0.19 and CON = 0.02 ± 0.06 cup/student/meal, P = 0.056), and “others” (INT = 0.09 ± 0.19 and CON = 0.08 ± 0.11 cup/student/meal, P = 0.336), but were different for the starchy subgroup (INT = 0.26 ± 0.29 and CON = 0.11 ± 0.18 cups/student/meal, P = 0.025). Conclusions Overall, at baseline, students did not purchase different amounts of fruits at breakfast or lunch, or vegetables at lunch, except in the case of the starchy subgroup at lunch, which were higher at the intervention schools. This increase in the starchy subgroup then significantly contributed to an increased total vegetables/student/lunch meal purchased at intervention schools. Funding Sources Supported by USDA TEAM Nutrition.

scholarly journals The Association Between Child Cooking Involvement in Food Preparation and Fruit and Vegetable Intake in a Hispanic Youth Population

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Fiona M Asigbee ◽  
Jaimie N Davis ◽  
Annie K Markowitz ◽  
Matthew J Landry ◽  
Sarvenaz Vandyousefi ◽  
...  
Keyword(s):  
Dietary Intake ◽  
Low Income ◽  
School Health ◽  
Physical Activity Intervention ◽  
Vegetable Intake ◽  
Controlled Trial ◽  
A Priori ◽  
Nutrition Intervention ◽  
Control Group ◽  
Fruit And Vegetable

ABSTRACT Background Cooking interventions have been linked to reductions in obesity and improvements in dietary intake in children. Objective To assess whether child cooking involvement (CCI) was associated with fruit intake (FI), vegetable intake (VI), vegetable preference (VP), and vegetable exposure (VE) in children participating in the Texas, Grow! Eat! Go! (TGEG) randomized controlled trial. Methods Baseline data from TGEG included 1231 3rd grade students and their parents. Conducted in 28 low-income, primarily Hispanic schools across Texas, TGEG schools were assigned to: 1) Coordinated School Health (CSH) only (control group), 2) CSH plus gardening and nutrition intervention (Learn, Grow, Eat & Go! or LGEG group), 3) CSH plus physical activity intervention (Walk Across Texas or WAT group), and 4) CSH plus LGEG plus WAT (combined group). Height, weight, dietary intake, VE, VP, and CCI were collected at baseline and postintervention. Linear regressions were used to assess the relation between baseline CCI and fruit and vegetable (FV) intake, VE, and VP. A priori covariates included age, sex, race/ethnicity, and TGEG treatment group. Results Children who were always involved in family cooking had higher VP and VE when compared with children who were never involved in family cooking (β = 3.26; 95% CI: 1.67, 4.86; P &lt; 0.01 and β = 2.26; 95% CI: 0.67, 3.85; P &lt; 0.01, respectively). Both VI and FI were higher for children who were always involved in family cooking compared with children who never cooked with their family (β = 2.45; 95% CI: 1.47, 3.44; P &lt; 0.01 and β = 0.93; 95% CI: 0.48, 1.39; P &lt; 0.01, respectively). VI and fruit consumption were higher for children who reported being sometimes involved in family cooking compared with children who were never involved in family cooking, (β = 1.47; 95% CI: 0.51, 2.42; P &lt; 0.01, and β = 0.64; 95% CI: 0.20, 1.08; P &lt; 0.01, respectively). Conclusions Results show a positive relation between family cooking and FV intake and preference in high-risk, minority children.

Impact of a Pilot School-Based Nutrition Intervention on Fruit and Vegetable Waste at School Lunches

2019 ◽  
Vol 51 (10) ◽  
pp. 1202-1210.e1 ◽  
Author(s):  
Shreela Sharma ◽  
Allison Marshall ◽  
Joanne Chow ◽  
Nalini Ranjit ◽  
Gregory Bounds ◽  
...  
Keyword(s):  
Nutrition Intervention ◽  
Vegetable Waste ◽  
Fruit And Vegetable ◽  
School Lunches ◽  
School Based ◽  
Pilot School

Evaluating a school-based fruit and vegetable co-op in low-income children: A quasi-experimental study

2016 ◽  
Vol 91 ◽  
pp. 8-17 ◽  
Author(s):  
Shreela V. Sharma ◽  
Christine Markham ◽  
Joanne Chow ◽  
Nalini Ranjit ◽  
Michael Pomeroy ◽  
...  
Keyword(s):  
Experimental Study ◽  
Low Income ◽  
Fruit And Vegetable ◽  
Low Income Children ◽  
School Based ◽  
Quasi Experimental

The Effect of the Maryland WIC 5-a-Day Promotion Program on Participants’ Stages of Change for Fruit and Vegetable Consumption

2000 ◽  
Vol 27 (5) ◽  
pp. 649-663 ◽  
Author(s):  
Robert H. L. Feldman ◽  
Dorothy Damron ◽  
Jean Anliker ◽  
Michael Ballesteros ◽  
Patricia Langenberg ◽  
...  
Keyword(s):  
Stages Of Change ◽  
Low Income ◽  
Fruits And Vegetables ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Nutrition Intervention ◽  
Fruit And Vegetable ◽  
Black African ◽  
Promotion Program ◽  
Target Behaviors

The Maryland Women, Infants and Children (WIC) 5-A-Day Promotion Program examined the effect of a multifaceted nutrition intervention on changing the fruit and vegetable consumption of low-income women in the WIC program in Maryland. The sample consisted of 3,122 participants (1,443 intervention and 1,679 control) with a mean age of 27.2. Fifty-six percent were Black/African American. This article focuses on the effect of the intervention on the stages of change of the participants. Intervention participants showed significantly greater positive movement through the stages than control participants. Stages of change were measured for two specific target behaviors: eating five servings of fruits and vegetables a day and eating more servings of fruit and vegetables a day. Results demonstrated significant differences in the stage status of intervention and control women and in movement through the stages. The effectiveness of the intervention across groups depended on which staging measure was used.

scholarly journals A Pilot Study to Increase Fruit and Vegetable Intake in Pregnant Latina Women

2011 ◽  
Vol 3 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Kimberly K. Trout ◽  
Joanna McGrath ◽  
Jill Flanagan ◽  
Marcia C. Costello ◽  
Jesse C. Frey
Keyword(s):  
Comparison Group ◽  
Vegetable Intake ◽  
Intervention Group ◽  
Fruit And Vegetable Intake ◽  
Nutrition Intervention ◽  
Specific Information ◽  
Latina Women ◽  
Fruit And Vegetable ◽  
Post Intervention ◽  
Time Points

Previous studies have suggested that women have low dietary intake of fruits and vegetables. This study’s objective was to test the effectiveness of a novel nutrition intervention (education about prenatal flavor learning) on increasing fruit and vegetable intake in a group of primarily Latina women at an urban prenatal clinic. Methods: The Harvard Service Food Frequency Questionnaire (HSFFQ) was administered to 2 groups at the same clinic at 2 time points for each group. The first group was a nonintervention, comparison group. The second (intervention) group received specific information about how a pregnant woman’s food choices can influence subsequent solid food preferences of her infant, with encouragement given to increase fruit and vegetable choices. The HSFFQ was administered pre- and post-intervention for this group. Results: Combined fruit and vegetable intake declined from the administration of Q#1 to Q#2 in both the comparison (n = 28) and intervention (n = 31) groups. The decline was primarily the result of a decrease in vegetable intake, but it was not statistically significant. In the comparison group, only 23.3-36.6% of women were eating adequate daily servings of vegetables, and in the intervention group 32.3%-38.7%. In both the comparison and intervention groups, over 74% of the women were eating adequate daily servings of fruit at both time points. Conclusions: In this Latina population of pregnant women, there was no difference in fruit and vegetable intake after receiving education about prenatal flavor learning. These findings suggest that education alone may not be sufficient to change health behaviors.

scholarly journals Wellness in the Schools: A Lunch Intervention Increases Fruit and Vegetable Consumption

Nutrients ◽  
2021 ◽  
Vol 13 (9) ◽  
pp. 3085
Author(s):  
Pamela A. Koch ◽  
Randi L. Wolf ◽  
Raynika J. Trent ◽  
Ian Yi Han Ang ◽  
Matthew Dallefeld ◽  
...  
Keyword(s):  
New York ◽  
Public Schools ◽  
Low Income ◽  
Fruits And Vegetables ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
School Lunch ◽  
Baseline Data ◽  
Fruit And Vegetable ◽  
Time Points

Wellness in the Schools (WITS) is a national non-profit organization partnering with public schools to provide healthy, scratch cooked, less processed meals (called an Alternative Menu), and active recess. This study examined the effects of WITS programming on school lunch consumption, including fruit and vegetable intake, in second and third grade students in New York City public schools serving a high proportion of students from low-income households. The intervention was evaluated with a quasi-experimental, controlled design with 14 elementary schools (7 that had initiated WITS programming in fall 2015 and were designated as intervention schools, and 7 matched Control schools). School lunch consumption was assessed by anonymous observation using the System of Observational Cafeteria Assessment of Foods Eaten (SOCAFE) tool in the fall of 2015 (Time 0, early intervention) and the spring of 2016 (Time 1) and 2017 (Time 2). There were no baseline data. Data were also collected on the types of entrées served in the months of October, January, and April during the two school years of the study. Across time points, and relative to students in the Control schools, students in WITS schools ate more fruits and vegetables (units = cups): Time 0: Control 0.18 vs. WITS 0.28; Time 1: Control 0.25 vs. WITS 0.31; and Time 2: Control 0.19 vs. WITS 0.27; p < 0.001. They also had more fruits and vegetables (cups) on their trays, which included more vegetables from the salad bar. However, students in the WITS schools ate fewer entrées (grain and protein) and drank less milk than students in the Control schools. Compared to the Control schools, WITS schools offered more homestyle entrées and fewer finger foods and sandwich entrees, i.e., less processed food. Students in WITS schools who received the Alternative menu and all of the WITS programming at all data collection time points selected and consumed more fruits and vegetables. Replication studies with randomized designs and true baseline data are needed to confirm these findings and to identify avenues for strengthening the effects of the program on other school lunch components.

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