Development of a multi-component lifestyle intervention for preventing type 2 diabetes and cardiovascular risk factors in adults with intellectual disabilities

Dunkley, Alison J.; Tyrer, Freya; Doherty, Yvonne; Martin-Stacey, Lorraine; Patel, Naina; Spong, Rebecca; Makepeace, C; Bhaumik, Sabyasachi; Gangadharan, Satheesh; Yates, Thomas; Davies, Melanie J.; Khunti, Kamlesh

doi:10.1093/pubmed/fdx067

Cited by 14 publications

(9 citation statements)

References 33 publications

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“…Use of IM within diabetes has focused primarily on the person/population level, for both diabetes prevention and the promotion of specific aspects of diabetes self‐management; for example, peer support in rural communities . The TDF has also been used in diabetes prevention and for specific self‐management behaviours, including insulin self‐titration for people with type 2 diabetes .…”

Section: Translation and Implementationmentioning

confidence: 99%

Behaviour change in diabetes: behavioural science advancements to support the use of theory

et al. 2020

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Behaviour is central to the management of diabetes, both for people living with diabetes and for healthcare professionals delivering evidence‐based care. This review outlines the evolution of behavioural science and the application of theoretical models in diabetes care over the past 25 years. There has been a particular advancement in the development of tools and techniques to support researchers, healthcare professionals and policymakers in taking a theory‐based approach, and to enhance the development, reporting and replication of successful interventions. Systematic guidance, theoretical frameworks and lists of behavioural techniques provide the tools to specify target behaviours, identify why ideal behaviours are not implemented, systematically develop theory‐based interventions, describe intervention content using shared terminology, and evaluate their effects. Several examples from a range of diabetes‐related behaviours (clinic attendance, self‐monitoring of blood glucose, retinal screening, setting collaborative goals in diabetes) and populations (people with type 1 and type 2 diabetes, healthcare professionals) illustrate the potential for these approaches to be widely translated into diabetes care. The behavioural science approaches outlined in this review give healthcare professionals, researchers and policymakers the tools to deliver care and design interventions with an evidence‐based understanding of behaviour. The challenge for the next 25 years is to refine the tools to increase their use and advocate for the role of theoretical models and behavioural science in the commissioning, funding and delivery of diabetes care.

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Section: Translation and Implementationmentioning

confidence: 99%

Behaviour change in diabetes: behavioural science advancements to support the use of theory

et al. 2020

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“…The trial protocol of a second T2D self‐management programme (Walwyn et al., ) also invites caregivers/family members to attend sessions. The development report of a third programme, STOP Diabetes, also involved carers in the pilot stages (Dunkley et al., ). A programme of one carer session followed by seven 2.5‐hr sessions over 7 weeks was reported as acceptable to participants.…”

Section: Discussionmentioning

confidence: 99%

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

Maine

Brown

Dickson

et al. 2018

Research Intellect Disabil

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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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“…Taggart et al (2018) adapted DESMOND (Diabetes Education and Self-Management for Ongoing and Newly Diagnosed), a structured education programme, for people with LDs diagnosed with type 2 diabetes, and a second programme, OK Diabetes, is currently under study (Walwyn et al, 2015). Pilot data has been collected for a preventative diabetes programme aimed at reducing risk factors for individuals identified as at risk of diabetes (Dunkley et al, 2017), and a feasibility study delivering diabetes preventative education in two further education (FE) colleges in the UK was reported by Maine et al (2019). These studies are at an early stage and there is as yet little evidence to support their efficacy.…”

Section: Diabetes and People With Learning Disabilitiesbarriers And Support Needsmentioning

confidence: 99%

Diabetes and people with learning disabilities: issues for policy, practice, and education

Maine

Brown

Truesdale

2020

TLDR

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Purpose The purpose of this paper is to present an overview of the extant literature on diabetes in people with learning disabilities (LD) and discuss implications for policy, practice and research. Design/methodology/approach The key findings are extracted from qualitative and quantitative studies and recent systematic literature reviews. These findings are discussed in the areas of prevalence, treatments and implications. Findings The complex health needs of people with LDs who are diagnosed or at risk of developing diabetes are gaining wider recognition, and recent studies have begun to implement and evaluate potential solutions. Further analysis and alignment between services is required. Originality/value Following a dearth of studies on diabetes in people with LD, the past decade has seen a sudden upsurge in large and diverse set of studies. This paper provides an overview on the extent of this study.

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Development of a multi-component lifestyle intervention for preventing type 2 diabetes and cardiovascular risk factors in adults with intellectual disabilities

Abstract: The STOP Diabetes education programme was successfully developed and is suitable for a definitive randomized controlled trial.

Cited by 14 publications

References 33 publications

Behaviour change in diabetes: behavioural science advancements to support the use of theory

Behaviour change in diabetes: behavioural science advancements to support the use of theory

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

Diabetes and people with learning disabilities: issues for policy, practice, and education

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