An evaluation of mainstream type 2 diabetes educational programmes in relation to the needs of people with intellectual disabilities: a systematic review of the literature

Andrew Maine, Michael J. Brown, Adele Dickson, Maria Truesdale

Research output: Contribution to journalArticle

Abstract

Background: Risk 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. Method: Characteristics 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.
Results: Successful 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.
Conclusions: Support 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.

Original languageEnglish
Number of pages24
JournalJournal of Applied Research in Intellectual Disabilities
Early online date20 Nov 2018
DOIs
Publication statusPublished - Mar 2019

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Disabled Persons
educational program
Intellectual Disability
Type 2 Diabetes Mellitus
chronic illness
disability
Self Care
evaluation
cognitive theory
educational setting
Self Efficacy
Risk Reduction Behavior
self-regulation
management
Social Support
self-efficacy
social support
Theoretical Models
illness
Randomized Controlled Trials

Keywords

  • type 2 diabetes
  • Intellectual disabilities
  • risk reduction
  • self-management

Cite this

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title = "An evaluation of mainstream type 2 diabetes educational programmes in relation to the needs of people with intellectual disabilities: a systematic review of the literature",
abstract = "Background: Risk 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. Method: Characteristics 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. Results: Successful 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. Conclusions: Support 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.",
keywords = "type 2 diabetes, Intellectual disabilities, risk reduction, self-management",
author = "Andrew Maine and Brown, {Michael J.} and Adele Dickson and Maria Truesdale",
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T1 - An evaluation of mainstream type 2 diabetes educational programmes in relation to the needs of people with intellectual disabilities: a systematic review of the literature

AU - Maine, Andrew

AU - Brown, Michael J.

AU - Dickson, Adele

AU - Truesdale, Maria

N1 - Acceptance in SAN AAM title: "An evaluation of mainstream type 2 diabetes educational programs in relation to the needs of people with intellectual disabilities: A systematic review of the literature" AAM: 18m embargo

PY - 2019/3

Y1 - 2019/3

N2 - Background: Risk 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. Method: Characteristics 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. Results: Successful 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. Conclusions: Support 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.

AB - Background: Risk 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. Method: Characteristics 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. Results: Successful 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. Conclusions: Support 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.

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