1Proposal Effectiveness of non-pharmacological in Compari.docx

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Proposal: Effectiveness of non-pharmacological in Comparison
to
Methylphenidate Stimulant Therapy
Barbara Maclure
9/18/2022
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Effectiveness of non-pharmacological in Comparison to
Methylphenidate Stimulant Therapy
Introduction
Attentive–deficit hyperactivity is a psychological disorder that
is well known, affecting
both children and adults. Some of the associated symptoms that
are associated with ADHD include
inattention, hyperactivity, impulsivity, and difficulty in
focusing. It is reported that in the United
States, about 8.5% of children are affected by ADHD. In the
treatment process, several ways have

been put into place. Despite the treatment, many studies
reported that some treatment methods
have side effects. Therefore, knowing the method that least has
the side effects is crucial. This
research proposal will play an essential role as it will
identify whether non-pharmacological
intervention, behavioral therapy, and stimulant therapy have the
same results in children aged 4 to
8.
Background of the study
Dr. George first identified ADHD when he was a pediatrician.
He noted that his patients
had uncontrollable impulsive behavior. There was an
introduction of the drug Benzedrine, which
was approved as it showed to improve ADHD symptoms in
children. In 1950 there was the
introduction of Ritalin drugs which were used in ADHD
treatment in both children and
adolescents. (Holland & Higuera (2017). The drug that is used
in the treatment of ADHD to date is
Ritalin. Despite the doctors treating patients with ADHD
symptoms from the 1930s, there was no
actual definition of ADHD. Still, it was given much

attention in 1987 when the American
Psychiatric Association (APA) redefinition of the disorder.
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By 2020, approximately 7.1 million young children aging
between 2-17 years with ADHD
had been diagnosed. (Garbe (2018). Despite the prevalence of
the disorder among children and
adolescents, ADHD is also present in adulthood. In most cases,
this disorder is noted when the
child gets into the class and starts issues of failing to focus on
the classroom. There are different
forms of ADHD which entails hyperactive/impulsive type,
inattentive type, or a combination of the
two. There is a criterion that is customarily utilized in the
treatment of ADHD. The parents and the
teacher are required to document the children's symptoms for a
period of six months. Research
shows that ADHD is more common in males than women. One
of the interventions utilized is
stimulant therapy, considered standard treatment for children
after reaching an appropriate age.
The stimulus, for example, the medication, is said to have side

effects which can be either mild or
severe. Some noticeable side effects include upset stomach,
appetite change, heart abnormalities,
tics, and weight loss. Although the treated symbols are 70-80%
treated, there can be the utilization
of other alternative therapies that do not require the use of
stimulant medication and play an
essential role in minimizing ADHD symptoms.
The current research shows that approximately 9% of young
children residing in United
States are affected by ADHD. Using stimulant therapy is the
primary treatment method for the
symptoms. The current research also show that pharmacological
therapy is an effective method of
treatment of the symptoms. Between 2013 and 2019, there were
over 5873 articles written about
ADHD. The term “young children " was added to minimize the
research and behavioral therapy
benefits and stimulants' side effects. In addition to this
expression, the number of articles was
reduced to 500 and 200, while about fifty articles were related
to the behavioral therapy treatment
of children.

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To identify the gap in the research conducted to date, we shall
look at the importance of
behavioral therapy and Methylphenidate treatment.
Use of behavioral Therapy
Before the stimulant therapy initiative in children with
ADHD, there was a
recommendation for using behavioral therapy, an idea
embraced in American Academy of
Pediatrics (AAP). The main aim of behavioral therapy was to
help the kids gain self-control, self-
instruction, problem-solving ability, and modeling. Children
with that ADHD has been diagnosed
said to have a high likelihood of developing emotional problems
in their life. Behavioral therapy
can help children in their initial stages cope with the symptoms
not only in childhood but also in
their adult life. A study by Thyagarajan shows that involving
the parent and provider in behavioral
therapy in school-based children is crucial. This becomes
important for the parent to be taught the
behavioral therapy technique.

The study that CDC did in 2018 indicated that less than 50 %of
the children practicing the
stimulant therapy had initially practiced the behavioral therapy.
Of the children aged between 4-5
years, only one out of five was taking the medication to treat
ADHD instead of recommending the
use of behavioral therapy. This study also identified variations
in the use of behavioral treatment
from State to State. (Thyagarajan (2019) The study showed that
all those states that opted to utilize
behavioral therapy as the first line of treatment had decreased
the number of children on the
stimulate therapies. Most studies have put a lot of emphasis on
combining behavioral therapy and
stimulant medication. A study done in 2019 in 170 elementary
schools indicated that combining
both therapies improved results.
Methylphenidate Treatment
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This is the therapy that is most prescribed for children having
ADHD. Several articles show

the adverse effects that are associated with the use of this
therapy. One of the side effects that the
study indicates concerning this therapy is Insomnia. One study
found a change in the sleep pattern
for the children who have undergone this treatment, especially
when the therapy is done over a
prolonged period. In 2019 a study was conducted on seventy-
one children who had gone the
treatment for six months. There was an indication that about
87% had a side effect. Some of the
recorded side effects included irritability, Insomnia, and
anorexia. Most studies showed that
despite Methylphenidate being embraced, it had many side
effects.
Gap in Literature
In most of the research that was done regarding
Methylphenidate and behavioral therapies
in children, no information concerning pre-school children and
prevalence of the treatment in this
age group. The research tends to show the presence of the
symptoms that arise when a person
experiences school life. An article published by the childhood &
development Disorder identified
several gaps. There is a gender gap when studying ADHD as the

studies gravitate toward males in
the population. In availability of the voice of the children
diagnosed with ADHD is also a big gap.
It is worth noting that children cannot make medical decisions;
thus, their voices are not heard
based on their opinion. Listening to what they may feel after
therapy could play a significant role
in treatment. After the therapy, few studies follow up with the
children to see the lifelong impact.
Research Question and Hypothesis
Research Question
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First write in form of question (either a correlation or difference
RQ)
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same here. While you may find multiple gaps only the one(s)
your RQ tests are relevant in this section
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Ok, but will your study include children's opinions (which is
qualitative?)
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I'm not sure what you mean here
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Only include gaps that lead to your RQ. If you were testing

gender in the RQ then you could mention a gender gap
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remember prevalence by itself is not a testable RQ
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Include a statement that reflects what is known and what isn't
(so that it leads to your RQ).
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The research to be conducted is to answer whether non-
pharmacological therapy is the best
alternative in treating attentive deficit hyperactivity disorder
compared to using Methylphenidate
stimulant therapy in children between 4-8 years.
Hypothesis: Research and Null
Using Behavioral therapy in treating school children between 4-
8 years is as effective as
Methylphenidate stimulant therapy, evidenced by the behaviors
of the teachers and the parents
grading the study participant. Null Hypothesis: No difference
exists between behavioral therapy
and Methylphenidate interventions in the school children aged
between 4 and 6 years.
Nature of the study

In this study, the dependent variables in the behaviors will be
keenly observed in the group
participant on each treatment type. The qualitative independent
variables present in the research are
non-pharmacological treatment and Methylphenidate. The
variable of operationalized will become
the behavioral assessment to be completed by the teachers and
parents regarding each participant's
progress. Teachers and parents are required to grade the critical
factors while determining the
effectiveness of the independent variables.
The nature of the study is qualitative experimental based. It will
involve random selection
of the participants so that the researcher will have maximum
control. In the experimental study,
only two variables are used to show their relationship. There is
an experimental group and a
control group. In this regard, the experiment group is children
treated with behavioral therapy,
while on the other hand, the controlled group is children
undertaking Methylphenidate. The
experiment group that is exposed to independent variables is
behavioral therapy. The research will

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quantitative
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what is the assessment (does it have a name?)
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not qualitative
just IV is fine
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Missing what the difference is in (DV)
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This should be in RQ as well (RQ and hypothesis include same
words with RQ as a question)
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avoid words like "best" because they are subjective. What will
you use as a DV? That should be in RQ
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be able have a comparison on the effects behavioral therapy
symptoms of ADHD and the impact of
behavioral treatment compared to Methylphenidate therapy.
Study significance
The paramount significance of this study is identifying
whether non-pharmacological
behavioral therapy is of the same effects on ADHD symptoms
compared with stimulant therapy,

Methylphenidate. Implementing non-pharmacological
interventions such as behavior therapy in the
first line of medication in preschool and school-aged children
can play an essential role in reducing
stimulant use. Suppose the symptoms can be managed using
non-pharmacological therapy such as
behavioral therapy. In that case, the children cannot be at risk
of the side effects associated with the
use of the drugs. Many side effects result from the use of
stimulant therapy. Some of these side
effects are long run. It has come to my attention that most of the
therapy have a short-term follow-
up after the therapy. This research will not only help identify
some of the short-term side effects of
the use of the therapy on ADHD symptoms but also track the
individual's progress. Some side
effects which are said to be a result of the stimulant therapy
will be looked at and dealt with
amicably. This study is also essential since it will allow
adolescents to speak their minds regarding
the different therapies. Since the technology keeps improving,
this study will look at the cheapest
and most economical treatment.

Lori Daniels
here is your DV. Make sure to include it in your RQ and
hypothesis
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References
Attention-deficit/hyperactivity disorder (ADHD). (2018).
Baum, Newman, Weinman, McManus, & West, (Eds.). (2018).
Cambridge Handbook of
Psychology, Health, and Medicine.
Behavioral Therapy: Definition, Types, and effectiveness.
(2016, November 14).
CDC: AAP guidelines on behavioral therapy and ADHD in
young children are not followed by
most patients. (2015). Brown University Child & Adolescent
Psychopharmacology
Charach & Fernandez (2013, May 28). Enhancing ADHD
Medication Adherence: Challenges and
Opportunities. Current Psychiatry Reports, 15, 371.
Helseth, Washbush, Gnagy, Onyango, Burrow-MacLean,
Fabiano, Nicols-Lopez, K. (2015, April).
Effects of behavioral and pharmacological therapies on peer
reinforcement of deviancy in

children with ADHD-only, ADHD and conduct problems, and
controls.
Holland & Higuera (2017). The history of ADHD: A timeline.
Khajehpiri, Mahmoudi-Gharaei, Faghihi, Karimzadeh, Khalili,
& Mohammadi (2014). Adverse
reactions of Methylphenidate in children with attention deficit
hyperactivity disorder:
Report from a referral center. Journal of research in pharmacy
practice, 3(4), 130-6.
Kholi, R(n.d.). The Early Childhood Attention Deficit Disorders
Evaluation Scale (ECADDES)
[Scholarly project].
Kraut, Langner, Lindemann, Banaschewski, Petermann,
Petermann, Garbe (2018). Comorbidities
in ADHD children treated with Methylphenidate: a database
study. BMC Psychiatry, 13.
Lynch, A. (2016, August 19). Identifying Knowledge Gaps in
ADHD Research. Journal of
Childhood & Developmental Disorders,
McCarney, S. (1995). Early childhood attention deficit
disorders evaluation scale (ECADDES).
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author initials are used in reference lists
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italicize journal names
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Use sentence case (mostly lower case) for article titles
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incomplete reference
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Palinkas, Horwitz, Green, Wisdom, Duan & Hoagwood (2015,
September). Purposeful sampling
for qualitative data collection and analysis in mixed method
implementation research.
Thyagarajan (2019). A case study using cognitive-behavioral
therapy-management of ADHD.
Indian Journal of Health & Wellbeing, 7, 471-477.
Vigliano, Galloni, Bagnasco, Delia, Moledo, Mana & Cortese
(2016, May). Sleep in children with
attention-deficit/hyperactivity disorder (ADHD) before and
after 6-month treatment with
Methylphenidate: a pilot study. European Journal of Pediatrics,
175.

Comparison between Group A and B
Numerical scale
Average score
The bar graph indicates that the behavioral therapy group had a
higher average score on the
ADHD Evaluation Scale than the Methylphenidate group,
indicating that behavioral therapy is more effective in treating
symptoms of ADHD. This supports the hypothesis that
behavioral treatment is appropriate for ADHD compared to
Methylphenidate stimulant therapy.
Comparison Between Group A & B
GROUP A (Methylphenidate therapy) GROUP B (Behavioral
Therapy ) 3.56 1
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Comparison of Therapies for children Diagnosed with ADHD

Barbara Maclure
10/03/22
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Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100)
aged 4 to 6 years. This study will be
conducted in the school where the children attend the class. The
main reason behind selecting the
school setting is because, in this setting, all the factors that
affect work ethic, social interaction, and
behavior will be considered. To conduct this study successfully,
a class will be required to have 20-
25 students, their teacher, and our professionals. All the
participants will be kindergarten children
with who ADHD has been diagnosed. We will ensure that the
sample size is large enough so that
we will be able to collect data that will support or dispute the
research question. Using one hundred
participants surpasses the threshold; therefore, the data to
be collected will have a weight to

support or dispute the research question. We will use purposeful
sampling criteria to find one
hundred students in the grade kindergarten aged 4-6 years. In
qualitative research, it is essential to
use purposeful sampling to get valuable data despite the limited
resources. The children's choice
will be based on pediatrician evaluations and diagnosis of
ADHD. To get the participant, it will be
ensured that they have not gone a treatment therapy before the
start of the study. This is to facilitate
the participant to be chosen randomly between methylphenidate
treatment and behavioral therapy.
The study will ensure that the parent consent of the children is
taken. The participant will involve
males and females.
Measures
In this study, the best research design is using qualitative
experimental research. The main feature
of experimental design is selecting the participant
randomly; therefore, the research has a
maximum control level. In much research for identifying a
relationship between two or more
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quant
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quantitative
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I (you are the only author)
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Methods (this is a continuation of Part 1) so place in one
document
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variables, they embrace experimental research. This research
amicably compares two or more
groups. Experimental research consists of both of experimental
group and the control group. This
experimental group will consist of the children undergoing
medication or behavioral therapy; on
the other hand, a control group entails children undergoing
Methylphenidate. The experimental
group gives an independent variable of behavioral therapy.
The research will relate behavior
therapy's effects symptoms of ADHD and the effect of
Methylphenidate therapy on the same
symptoms.
Extraneous Variables

Many variables must be examined and recorded in observing
and recording various issues related
to ADHD children. No factors present in the children's
classroom that may not have an indirect
influence on the children's behaviors yet are not related to the
ADHD symptoms. The presence of
distractibility and peer influence are some of the core aspects
that are likely to influence children's
behaviors. The children can also be affected by the underlying
situation related to ADHD and the
comorbidities resulting from ADHD. Some of these variables
cannot be fully monitored but can be
closely checked concerning the study.
Instrument
The instrument used in this study to determine whether
behavioral therapy is effective in
Comparison to Methylphenidate therapy in treatment of
ADHD is a numerical rating scale.
Specifically, the study's scale will be the Children's Attentions
deficit Evaluation scale. This scale
was developed by different researchers that used the current
literature in neurology, psychology,
and education in modern practices of identifying other

individuals' diagnoses. (Buyx, 2019). The
reliability of this scale is much dependent on the participant's
faithfulness, but the validity of scale
studies is so promising.
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Using this scale in the schools and homes version plays an
essential role in documentation of
ADHD features in schools and home settings of children aged 2-
6 years. In most instances, the
ADHD scales is constructed for children’s symptoms who are
older; thus, this scale will be used as
it evaluates the targeted age of the study. To some extent, this
scale will be unique as it will enable
both parents and teachers to participate in the ADHD symptoms
present in the numerical scale.
This scale will be part of the pre-diagnosis for ADHD and the
accomplishing the research of the
parents and teachers with a repetition of a questionnaire. This
will enable the comparisons of the
child questionnaire before behavioral and Methylphenidate
therapy and provide answers if a
reduction of symptoms is noted concerning the administered

treatment.
Intervention Description
Based on CDC, behavioral therapy is the first line of treatment
for children under six years and
having been diagnosed with ADHD is behavioral therapy.
Behavioral medicine is essential in
monitoring any negative behaviors resulting from ADHD.
The principle used by behavioral
therapy is that the behaviors are usually learned, and
destructive behaviors can be modified.
Psychologists can assist parents and children in focusing on the
negative behaviors that arise from
ADHD and the role to play in changing those behaviors. Some
forms of behavioral therapy entail
cognitive behavioral, aversion therapy, cognitive behavioral,
and system desensitization. When
working with both the children and the parents, the therapist can
use on-form therapy or combine
multiple of them based on their effectiveness
Data Collection Procedure
This study's participants will be based on the recommendation
of pediatricians. The participant will
involve children aged 4 to 6 years diagnosed with ADHD who

have yet to start the treatment.
Before the participant's placement, it will be ensured that the
parent's consent is obtained. Once the
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Procedure (follow template for headings)
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recommendation is made, and the parent signs the consent, the
research will go to IRB to seek
approval. The researcher will search the group using random
means. Once the IRB verifies the
approval, the participant will be grouped into two. Group A acts
as control group, and group B acts
as treatment group.
1. Group A
a. There will be the prescription of the methylphenidate
dosage of the participant by the
Physicians
b. The participant will be required to take Methylphenidate
dosage every morning at 7 am
before school. They will be taking the dosage at the same time
c. It will be ensured that all the participants do not miss the

dosage of medication
d. All side effects of Methylphenidate will be closely monitored
2. Group B
a. In two months, the participant and parents will undergo eight
behavioral therapy sessions
with a well-trained psychologist.
b. The teachers and parents will provide the positive behaviors
identified
c. The teachers and the parents will be required to have similar
behavioral systems in the
classroom and at home to have a consistency of participants.
d. It will ensure that the participant has a consistent discipline
band adequate structure.
Data Analysis
The research will be conducted in different demographics to
have diverse participant groups.
Male and females will be included in the study aged 4-6 years.
The study will ensure that the
participants are from different ethnic groups having the
fulfillment of being diagnosed with
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ADHD yet not started the treatment. Descriptive studies will be
implemented to analyze the
demographic, as shown IN the table below.
Race Age Gender Grade
Central Tendency
Mean
median
Mode
Standard Deviation
Distribution
Variance
Dispersion
In the analysis, ADHD symptoms score will be determined by
ACADDES educators and
parent questionnaires. The questionnaire will use a scale that
ranges from 0 to 4. Zero indicates
no sign of ADHD, and four exhibits ADHD behavior. The trial
participants in the two available
groups' scores will be done before that treatment when
completion of the trial process is done.

The analysis is supposed to run through ECADDES computer
system that will convert scores
from raw to standards and percentiles, thus making the
score to be more efficient. The
descriptive statistics will consist of standard deviation,
Variance and inference methods will be
a t-test used to analyze data collected from the questionnaire.
Comparison will be made in both
groups to examine whether experimental group participants in
the behavior therapy outcomes
differed from the stimulant Methylphenidate control group.
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You can remove this
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Results
The study is aimed at investigating the effectiveness of the
treatment symptoms of ADHD
between behavioral and Methylphenidate therapy. This research
was guided by the hypothesis
that stated non-pharmacology therapy is an appropriate
therapy for ADHD compared to
Methylphenidate stimulant therapy for children aged 4-6 years.

Based on the literature review,
we can predict the real expectation of the results. For
example, the CDC's study in 2018
indicated that less than 50 % of the children practicing
stimulant therapy had initially practiced
behavioral therapy. Of the children aged between 4-5 years,
only one out of five was taking the
medication to treat ADHD instead of recommending the use of
behavioral therapy. This study
also identified variations in the use of behavioral treatment
from State to State. (Thyagarajan
(2019) The study showed that all those states that opted to
utilize behavioral therapy as the first
line of treatment had decreased the number of children on the
stimulate therapies. Most studies
have put a lot of emphasis on combining behavioral therapy and
stimulant medication. The
current research also shows that pharmacological therapy is an
effective method of treatment of
the symptoms.
The figure below shows the expected results of the side effects
of the different therapies.

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1 2 3 4 5
0
0.5
1
1.5
2
2.5
3
3.5
4
Group A
Group B
Comparison of the Two Groups
Group A Group B
This indicates that the method B score is higher than A, thus
more effective in treating ADHD.
Discussion
Ethical Issues

In conducting any research, there are incidences of ethical
issues to arise, especially when
using minor children. When performing the study involving
children, it is essential to identify
what the targeted population will benefit from the research. The
central issue that requires to be
addressed is whether the investigation will bring harm to
children. (Freitag & Buyx (2019). In
this research, the participant in the control group will receive
Methylphenidate therapy which
cannot endanger the participant or put them at risk from the
medication. The parents will be
well informed of the side effect through consent, and if the side
effects arise, the pediatrician
will check the patient. Despite the research being conducted in
a school setting, it will be
ensured that confidentiality and privacy will remain intact. The
researcher will not require to
expose the information on the progress of the teachers who is
part of the evaluation process.
Limitation of the study
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The X axis should be 2 groups (not continuous)

Clarify what Y axis is (label)
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The environment in which the research is conducted may
become prone to biased results. The
classroom environment may be subject to high stimulation from
the children. It may be a rise
in distractions that may result in poor results during the
evaluation process. In addition, the
person collecting the data may affect the performance. The
teacher may score the students
differently basing the criteria used, while the parents see them
differently. The teacher and the
parents can skew the score since they know the initial
performance. To provide a resolution to
this, it is essential to ensure that the participants are taken to
classrooms where they are not
familiar with their teachers.
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References
Shellenberg, Stoops, Lile & Rush (2020). An update on the

clinical pharmacology of
Methylphenidate: therapeutic efficacy, abuse potential, and
future considerations. Expert
Review of Clinical Pharmacology, 13(8), 827.
Jayamaha, Perera, Herath & Rodrigo (2018). A cross-sectional
survey of adherence, perceived
efficacy, and side effects of Methylphenidate among children at
a teaching hospital in Sri
Lanka.
Masi, Fantozzi, Villafranca, Tacchi, Ricci, Ruglioni & Cortese
(2019). Effects of melatonin in
children with attention-deficit/hyperactivity disorder with sleep
disorders after
methylphenidate treatment. Neuropsychiatric disease and
treatment, 15, 663.
Sierawska, Prehn-Kristensen, Moliadze, Krauel, Nowak, Freitag
& Buyx (2019). Unmet needs in
children with attention deficit hyperactivity disorder—can
transcranial direct current
stimulation fill the gap? Promises and ethical challenges.
Frontiers in psychiatry, 10, 334.
Ghasemi, Nori & Abdi Zarrin (2019). The effect of parent
management training (PMT) on the

reduction of behavioral symptoms in children with attention
deficit hyperactivity disorder
(ADHD). Quarterly Journal of Child Mental Health, 6(2), 9.
Bussalb, Congedo, Barthélemy, Ojeda, Acquaviva, E., Delorme
& Mayaud (2019). Clinical and
experimental factors were influencing the efficacy of
neurofeedback in ADHD: a meta-
analysis. Frontiers in psychiatry, 10, 35.
Nutrition 300 – Diet Project Part 2
Part 2 of your Diet Project is a diet and health evaluation. The
purpose of this assignment is to compare your dietary intake
(based on Diet Project Part 1) with the Dietary Reference
Intakes (DRIs) and other nutrition recommendations. This
evaluation is also meant to get you to think about what your diet
is doing for you and what changes you can make to your diet to
help you meet your nutrient goals.
For Part 2 of this project, we will be evaluating our
macronutrient (carbohydrates, protein, and fat) consumption.
Directions: Fill in the tables and answer the questions based on
the data from your Cronometer reports. You will need to refer
to both the
Trends and
Servings reports that you submitted for Diet Project
Part 1. Type in a
different color text.
Note: The
Trendsreport will show you your average intake for
each nutrient, so you DO NOT have to calculate any averages!

Please answer the questions based on the information from your
Cronometer reports!
· If a question does not apply to your situation, make sure to say
something about it, such as “I’m not an athlete, so this doesn’t
apply to me.” That way, I know you looked at the question.
Don’t just skip the question!
· I will be grading Part 2 using your Cronometer reports
submitted for Part 1. If I see a food on Part 2 that wasn’t
recorded on Part 1, or if there is a food I saw from Part 1 that
should be on Part 2, you will lose points.
Answer the questions based on what you are learning in this
course!
· You are required to explain your answers in detail, using your
reports and knowledge about nutrition to support your answer.
·
Unacceptable responses: “it's junk/fast/processed food”,
“it’s full of nutrients, ”“it’s healthier”, “it's better”, “I think my
diet is healthy”, “I don’t like my diet”, or “my diet is horrible.”
These will
NOT earn you credit if you don’t explain why.
Macronutrient Distribution
- refer to the “Trends” report
1. Please fill in the following chart with the grams consumed,
grams required, and & percentage met for your macronutrients
(Protein, Carbs, Fat) from the “Macronutrient Targets” section
(1 point)
a.
Note: the first number on the bar is the grams you ate,
the number after the slash (
/) is your DRI or recommended amount, and the
percentage is how much of your DRI you met.

Nutrient
My Intakes (g)
My DRI (g)
Percent of DRI met
Protein
Net Carbs
Fat
2. The percent of DRI met tells you what percent of your
macronutrient goal you met. How did you do for each
macronutrient? (1 point)
3. Is this what you expected from your diet? Or are you
surprised by these results? (1 point)
4. Why or why not? Please explain your answer
in detail. (2 points).
Things to consider: what foods provided the most
protein, carbs, fat? Are these foods part of your usual diet? Do
you try to avoid or include certain foods? Are you following

any particular diet pattern?
Carbohydrates
- refer to the “Servings” and “Trends” reports
1. Look at your
Servingsreport. Scroll over to the Carbs column. You
can highlight the column to make it easier to read. Then look
through all the numbers and find the top 5 highest carb amounts
and the food that it corresponds to.
Classify the main type of carbohydrate in that food as
complex, simple, or concentrated/added sugar. See below or
your lecture for descriptions (10 points):
a.
Complex carbs: foods with starch or fiber; ex: breads,
cereals, pasta, vegetables, etc…
b.
Simple carbs: foods with mono or disaccharides; ex:
fruits, 100% juice, plain milk/yogurt, etc…
c.
Added sugars: foods in which sugar has been added in
processing or the sugar itself; ex: sugar, honey, cake, soda,
sports drinks, cookies, candy, etc.
NOTE: Some foods may contain more than one type of
carbohydrate, you can identify it as more than one type where
appropriate.
Food item
Carbohydrate provided (g)
Complex, Simple,
or Added Sugar
1.

2.
3.
4.
5.
2. Based on the table in Question 1, do the majority of your
carbohydrates come from Complex Carbohydrates, Simple
Carbohydrates, or Added Simple Sugars? (1 point)
3. Based on Question 1, are over 50% of your carbohydrates
from whole
or refined sources (select one)? (Examples of whole
sources: whole wheat, brown rice, oats, vegetables, fruit) (1
point)
4. What is a specific nutrient (do not just say vitamins and
minerals, say which ones!) in whole sources
and at least one health benefit of consuming whole
sources over refined sources? (2 points)

5. Looking at the
Trends report under “
Carbohydrates”, fill in the following table (1 point)
Type of carbohydrate
Amount consumed (g)
% of DRI met
Fiber
Starch
No DRI
Sugars
No DRI
6. Out of the 3 carbohydrates in question 5, based on the
amount you consumed
in grams, which is the most predominant in your diet?
(1 points)
7. How do you feel about the amount of fiber you are
consuming? (1 point)

8. The recommendations (DRI) for fiber are
25 grams for women and
38 grams for men. How many more grams of fiber
would you need to eat in order to meet your Fiber DRI. Fill in
the blanks below using the fiber amount from Question 5 and
recommendations given.
If you met the DRI, just write 0. (2 points)
________________ g - ____________ g =
____________________ g
(your DRI for fiber minus the amount of fiber you
consumed)
9. Look at your Fiber percentage in Question 5. If you did not
eat the recommended amount of fiber (if you ate
less than 75% of your DRI), select 6 foods that you
could include in your diet to increase your fiber intake. You can
use the diagrams on the next page to help or look up foods
online. Include the food, the quantity you would eat, and the
grams of fiber.
If you met the DRI, write 0.
(2 points)
Food
Quantity
Dietary Fiber (g)
1.
2.

3.
4.
5.
6.
Proteins
- refer to the “Trends” and “Servings” reports
1. Calculate your RDA for protein (2 points)
Convert body weight in pounds to kg: _____________ pounds ÷
2.2 pounds/kg = _____________ kg
(your weight in pounds divided by
2.2 equals your weight in kg)
_____________ kg body weight x 0.8g protein per kg
bodyweight = _____________g/day
(body weight in kg multiplied by 0.8 to give you your
RDA for protein)
If you are an athlete, you have an increased protein need. Please
calculate your protein requirement using the range of
grams/kilogram body weight below (from page 175 of your
textbook). If you are not an athlete, you can skip this part and
go straight to Question 2.

- For endurance athletes (long distance runners or cross-
country skiers, triathletes)
______________kg body weight x 1.2 to 1.4g protein per kg
bodyweight = _______ to _______g/day
(body weight in kg multiplied by 1.2 & 1.4 to give you a
range of protein that is your RDA for protein)
- For strength athletes (weight lifters, body builders)
_______________kg body weight x 1.2 to 1.7g protein per kg
bodyweight = _______ to ______g/day
(body weight in kg multiplied by 1.2 & 1.7 to give you a
range of protein that is your RDA for protein)
2. According to the AMDR, protein should make up about 10-
35% of your total Calories. Let’s calculate your protein intake
AMDR and see if you’re within your suggested range. (5 points)
a. According to your
Trends report under “
Energy Summary”, what was your average
kcals consumed?
= ________________ kcals/day
b. Calculate the minimum protein recommendation below (10%
of your average Calorie intake)
_________________ kcals x 0.1 = ______________
kcals ÷ 4 = __________ g protein
(average Calorie intake from 2a multiplied by 0.1, then
divide by 4 kCal/g to get grams of protein)
c. Calculate the maximum protein recommendation below (35%

of your average Calorie intake)
_________________ kcals x 0.35 = ______________
kcals ÷ 4 = __________ g protein
(average Calorie intake from 2a multiplied by 0.35, then
divide by 4 kCal/g to get grams of protein)
3. According to your
Trends report under the “
Protein” section, what was your average intake of
protein?
= __________ g (1 point)
4. Does your protein intake (from question 3) fall within the 10-
35% range calculated in Question 2b and 2c: (1 point): (bold or
highlight one) Yes No
Note: your protein AMDR range is calculated above with 2b
being the low end and 2c being the high end. If your average
intake falls into that range, you should highlight yes. If not,
highlight no.
5. Looking at your
“
Servings”report, find the top 10
HIGHEST sources of protein. If you have less than 10,
that’s ok, just fill it out as much as you can. Then, classify the
protein source as either complete or incomplete. (10 points)
a. The easiest way to do this would be to scroll to the Protein
column and highlight it. Then, go down the row and look at the
food items that have the highest protein content.
b. Even if a food has a little protein, if it’s the top 10, you
should include it.
c. If you ate something multiple times, you can list it multiple
times on multiple lines.

d. If you have a mixed dish with complete and incomplete
protein ingredients, you can say “both”
Food
Protein (g)
Complete or incomplete?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

6. What are the potential disadvantages to consuming high
amounts of complete proteins? (1 point)
7. What are the potential disadvantages to consuming high
amounts of incomplete proteins? (1 point)
Fats
- refer to the “Trends” and “Servings” reports
1. Using your
Trends report,
please fill out the following table: (1 point)
My Intakes
Total Kilocalories consumed (kcals)
(from the “Energy Summary” section)
Total Fat (g)
(from the “Lipids” section, the first row is the Total Fat row)
Saturated Fat (g)
(from the “Lipids” section)
2. Determine the % of total Calories that you consumed from
total fat and saturated fat. (Hint: use the numbers from the chart
above to complete the following calculations) (2 points)
[_______
g (

Fat, Total) ÷
kcal consumed]
x 9kcal/g x 100 = ______________ %
[Your intake of grams of total fat ÷ total kcal] x 9kcal/g x
100 = percent of Calories coming from Total fat
[_______
g (
Saturated fat) ÷
kcal consumed]
x 9kcal/g x 100 = ______________ %
[Your intake of grams of saturated fat ÷ total kcal] x
9kcal/g x 100 = percent of Calories coming from Saturated fat
3. How do your fat intake percentages calculated above compare
to current recommendations for total fat and saturated fat
below? Are you within the range for total fat and saturated fat?
(2 points)
·
Recommendation for total fat: 20-35%
·
Recommendation for saturated fat: <10% of total
calories
4. Did you expect to be within the recommendations for fat and

saturated fat? Why/why not? Explain your answer
in detail.
(Ex: what did you expect? Why did you expect that?
What do you know about those foods? Do you try to avoid
certain foods? Eat a lot of certain foods known to have high
amounts of fat, etc…) (2 points)
5. Using your
Servings report, identify the top 5 foods that are highest
in saturated fat. (2 points)
Note: scroll to the Saturated Fat column and highlight
it. Then, go down the rows and bold the 6 highest saturated fat
amounts. Then, see what food that saturated fat content
corresponds to.
Food
Saturated Fat (g)
1.
2.
3.
4.
5

6. Are you worried about your saturated fat intake? Why or why
not? Compare your intake to what you calculated in question 3.
(2 points)
7. What types of health conditions can be related to high
saturated fat consumption? (1 point)
8. Using your
Trends report, fill out the following table about Omega
6 and Omega 3 fat intake. (1 point)
DRI
My Intakes (g)
Omega-3
Women: 1.1 grams
Men: 1.6 grams
Omega-6
Women: 12 grams
Men: 17 grams
9.
Compare your intake to the DRIs in the table. Are you
meeting your DRI for Omega-3 and 6? (2 points)

10. Looking at your
Servings report, what 3 foods provide the most Omega-
3?
(2 points)
Food
Omega-3
1.
2.
3.
11. Using the table to the right or your textbook, what other
foods could you
realistically eat to add more Omega-3 to your diet? (1 point)
1
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