Feldman Maurice A, Owen Frances, Andrews Amy E, Tahir Munazza, Barber Rachel, Griffiths Dorothy
Centre for Applied Disability Studies, Brock University, St. Catharines, ON, Canada.
Department of Child and Youth Studies, Centre for Applied Disability Studies, Brock University, St. Catharines, ON, Canada.
J Appl Res Intellect Disabil. 2016 May;29(3):278-88. doi: 10.1111/jar.12186. Epub 2015 May 5.
Persons with intellectual disabilities (ID) experience a wide range of health problems. Research is needed on teaching persons with intellectual disabilities about their health to promote self-advocacy. This study used a RCT to evaluate a health knowledge training program for adults with intellectual disabilities and verbal skills.
Participants were randomly assigned to training (n = 12) or no training control (n = 10) groups. Topics included key body organs, systems, functions, health maintenance and illnesses. Participants played a game answering questions (e.g. 'What does the heart do?'). Instruction involved visuals (e.g., PowerPoint slides), cueing, modelling and feedback. The control group received pre-, post- and follow-up tests as the training group.
The training group had significantly higher overall post-test and follow-up health knowledge test scores than the control group.
Health knowledge training is one step in promoting health self-advocacy and better health in persons with intellectual disabilities.
智力残疾者存在广泛的健康问题。需要开展研究，向智力残疾者传授健康知识，以促进自我维权。本研究采用随机对照试验来评估一项针对有语言能力的成年智力残疾者的健康知识培训项目。
参与者被随机分为培训组（n = 12）或无培训对照组（n = 10）。主题包括关键身体器官、系统、功能、健康维护和疾病。参与者通过玩问答游戏（例如“心脏有什么作用？”）。指导包括使用视觉资料（例如PowerPoint幻灯片）、提示、示范和反馈。对照组与培训组一样接受前测、后测和随访测试。
培训组在后测和随访健康知识测试中的总体得分显著高于对照组。
健康知识培训是促进智力残疾者健康自我维权和改善健康状况的重要一步。
