Abstract
Research suggests there is insufficient good quality information regarding the effectiveness of health education aimed at adults with intellectual disabilities. By analysing the literature, this review aimed to identify what constituted effectiveness in this context. Relevant evaluations were extracted from bibliographic databases according to pre-specified criteria. Papers were analysed using QSR NVivo 11 by developing a narrative synthesis and analytic framework that identified and explored text addressing the research question. Twenty-two studies were included. The review identified two broad components of effective health education: mechanisms and context. Mechanisms included embedded programme flexibility, appropriate and accessible resources, and motivational delivery. An effective context included an accessible and supportive environment and longer term opportunities for reinforcement of learning. Important gaps in the literature highlighted a need for further research addressing community learning experiences of adults with intellectual disabilities as well as the effectiveness of infection prevention programmes.
Highlights
The poorer health experienced by people with intellectual disabilities is well documented in the literature and includes higher rates of adverse health conditions, greater health inequalities and higher mortality (Emerson & Baines, 2011;Hatton, 2016;Krahn & Fox, 2014;Kuijken et al, 2016;Learning Disabilities Observatory, 2016;Northway, 2017)
The focus of this review is effectiveness in health education for adults with intellectual disabilities regarding self-care, infection prevention and the ongoing management of good health. It aims to review and synthesize findings in the literature in this context, and answer the research question: What are the components of effective health education for adults with intellectual disabilities?
Ongoing review and refinement of the analytic framework was conducted to ensure that earlier papers were further analysed in the light of new themes arising from subsequent articles
Summary
The poorer health experienced by people with intellectual disabilities is well documented in the literature and includes higher rates of adverse health conditions, greater health inequalities and higher mortality (Emerson & Baines, 2011;Hatton, 2016;Krahn & Fox, 2014;Kuijken et al, 2016;Learning Disabilities Observatory, 2016;Northway, 2017) Authors report that these issues are compounded by disparities in preventative care and in engaging in healthy behaviours such as good oral hygiene, diet and physical exercise (Naaldenberg, Kuijken, van Dooren, van Schrojenstein, & de Valk, 2013;Scott & Havercamp, 2016). It aims to review and synthesize findings in the literature in this context, and answer the research question: What are the components of effective health education for adults with intellectual disabilities?
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