Effects of a self‐management training for people with intellectual disabilities

Abstract

Background To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs.

What works in community health education for adults with learning disabilities: A scoping review of the literature

“…Two studies contacted participants 12 months after completion of the programme (Table 1, studies 1 and 8). One study (Sandjojo et al., 2019) conducted several follow‐up assessments.…”

“…However, Clark, Espie, and Paul (2001) Most were small-group interventions, although one programme (Wells, Clark, & Sarno, 2012) was delivered in one-to-one instructional sessions. Two programmes (Feldman et al, 2016;Sandjojo et al, 2019) offered one-to-one additional support or booster sessions alongside group activity. Five of the interventions also included specific components for caregivers (Bergström et 2013; Dunkley et al, 2017;Hartwig et al, 2017;Taggart et al, 2018;Witton, Potterton, & Smith, 2017).…”

“…Flexibility is also required in terms of both the learning and the support environment. Taggart et al (2018) and Witton et al (2017) identified the importance of delivery and timing of sessions to Learning reinforcement mechanisms such as certificates of attendance or completion (Dunkley et al, 2017;Eley et al, 2018), action planning and goal setting (Dunkley et al, 2017;Eley et al, 2018;Sandjojo et al, 2019), self-monitoring opportunities and activities such as diary-keeping (Dunkley et al, 2017) were effective in supporting knowledge retention and behaviour change. Use of repetition and recapping on sessions were also effectively applied (Dunkley et al, 2017;Eley et al, 2018;Feldman et al, 2016).…”

“…Many of the papers in this review illustrate that a combination of resources such as videos, pictorial instructions, worksheets, role play, games and other interactive activities could increase health knowledge gain (Bodde et al, 2012;Dunkley et al, 2017;Feldman et al, 2016;Sandjojo et al, 2019;Swaine et al, 2014). programme, educators identified challenges and motivated participants to make behavioural changes.…”

“…The extent to which caregivers and supporters are effective facilitators in health education for people with intellectual disabilities can vary considerably. Some studies reported they had a positive effect on acquiring and embedding learning (Bergström et al, 2013;Dunkley et al, 2017;Hartwig et al, 2017;Sandjojo et al, 2019). Dunkley et al (2017) found that care workers had a key role in helping to motivate and support participants to make and sustain changes to their diet and physical activity.…”