Suchergebnisse

AbstractBackgroundPeople with intellectual disabilities remain at high risk of developing type 2 diabetes (T2D) due to lifestyle‐associated risk factors. Educational programmes have been adapted for people with intellectual disabilities targeting ongoing T2D self‐management. However, there are no adapted programmes which aim to prevent T2D through reducing risk factors. The present study initiates addressing this gap.MethodsFurther education (FE) colleges in Scotland were recruited for feasibility study using the Walking Away (WA) from Diabetes programme. Process evaluation assessed recruitment, retention, baseline physical activity levels, and acceptability and accessibility using focus groups.ResultsNinety six percent of invited students agreed to participate. WA was positively received, and some short‐term impact was described. Suggestions for further adaptations regarding materials, delivery and content were provided, including delivery embedded within FE college curriculum.ConclusionsRecruitment, retention and acceptability provide rationale for further research on T2D prevention in FE colleges.

AbstractBackgroundRisk reduction and self‐management programs for type 2 diabetes (T2D) are commonplace. However, little is known about their appropriateness for people with intellectual disabilities (ID). This review evaluates successful components and theoretical basis of interventions and preventions in relation to the needs of people with ID with or at risk of T2D.MethodCharacteristics of 23 randomised controlled trialled T2D educational programs were systematically assessed alongside the needs of people with ID, and evaluated in terms of study design and theoretical application.ResultsSuccessful components of programs align to the needs of people with ID. Further adaptations are required to ensure accessibility of materials and social support to enable reflection on illness perceptions and self‐efficacy, as underpinned by Self‐regulation and Social‐cognitive theories.ConclusionsSupport is provided for further trials of self‐management and preventative adaptations under development. Impact may be enhanced through preventions aimed at younger groups in educational settings.

AbstractBackgroundDysphagia can have serious health implications including choking and respiratory infection leading to poorer quality of life. People with intellectual disabilities are at higher risk of dysphagia related health complications and early death. Robust dysphagia screening tools are vital for this population.MethodA scoping review and appraisal of the evidence for dysphagia and feeding screening tools for use with people with intellectual disabilities was undertaken.ResultsSeven studies (using six screening tools) met the review inclusion criteria. Mostly studies were limited by no defined dysphagia criteria, no verification of tools with a gold reference standard (e.g., videofluoroscopic examination) and lack of participant diversity (small samples, narrow age range, severity of intellectual disability or limited settings).ConclusionsThere is urgent need for development and rigorous appraisal of existing dysphagia screening tools to meet the needs of a wider range of people with intellectual disabilities (particularly mild‐to‐moderate severity) and in wider settings.