Reported gum disease as a cardiovascular risk factor in adults with intellectual disabilities

Hsieh, K., Murthy, S., Heller, T., Rimmer, J., Yen, G. (2017). Reported gum disease as a cardiovascular risk factor in adults with intellectual disabilities. Journal of Intellectual Disability Research, DOI: 10.1111/jir.12438

http://onlinelibrary.wiley.com/doi/10.1111/jir.12438/abstract

ABSTRACT

Background

Several risk factors for cardiovascular disease (CVD) have been identified among adults with intellectual disabilities (ID). Periodontitis has been reported to increase the risk of developing a CVD in the general population. Given that individuals with ID have been reported to have a higher prevalence of poor oral health than the general population, the purpose of this study was to determine whether adults with ID with informant reported gum disease present greater reported CVD than those who do not have reported gum disease and whether gum disease can be considered a risk factor for CVD.

Methods

Using baseline data from the Longitudinal Health and Intellectual Disability Study from which informant survey data were collected, 128 participants with reported gum disease and 1252 subjects without reported gum disease were identified. A series of univariate logistic regressions was conducted to identify potential confounding factors for a multiple logistic regression.

Results

The series of univariate logistic regressions identified age, Down syndrome, hypercholesterolemia, hypertension, reported gum disease, daily consumption of fruits and vegetables and the addition of table salt as significant risk factors for reported CVD. When the significant factors from the univariate logistic regression were included in the multiple logistic analysis, reported gum disease remained as an independent risk factor for reported CVD after adjusting for the remaining risk factors. Compared with the adults with ID without reported gum disease, adults in the gum disease group demonstrated a significantly higher prevalence of reported CVD (19.5% vs. 9.7%; P = .001).

Conclusion

After controlling for other risk factors, reported gum disease among adults with ID may be associated with a higher risk of CVD. However, further research that also includes clinical indices of periodontal disease and CVD for this population is needed to determine if there is a causal relationship between gum disease and CVD.

Low Levels of Physical Activity and Sedentary Behavior in Adults with Intellectual Disabilities

Int. J. Environ. Res. Public Health 2017, 14(12), 1503; doi:10.3390/ijerph14121503

Kelly Hsieh 1,* , Thessa I. M. Hilgenkamp 2, Sumithra Murthy 1, Tamar Heller 1 and James H. Rimmer 3
1 Department of Disability and Human Development, University of Illinois at Chicago, Chicago, IL 60609, USA
2 Department of Kinesiology and Nutrition, University of Illinois at Chicago, Chicago, IL 60612, USA
3 School of Health Professions, University of Alabama at Birmingham, SHPB 331, Birmingham, AL 35294, USA

The paper has been published online: http://www.mdpi.com/1660-4601/14/12/1503

Abstract
Adults with intellectual disabilities (ID) are more likely to lead sedentary lifestyles and have low levels of physical activity (LLPA). The present study investigated the prevalence of reported LLPA and time spent watching TV in adults with ID and identified the associated factors for these behaviors. The proxy informants of 1618 adults with ID completed the surveys regarding their health behaviors. Multiple logistic regressions were employed for LLPA and multiple linear regressions for time spent watching TV. About 60% of adults with ID had LLPA and average time spent watching TV was 3.4 h a day. Some characteristics and health and function variables were identified as associated factors. While engaging in community activities and involvement in Special Olympics were inversely associated with LLPA, they were not associated with time spent watching TV. Attending day/educational programs or being employed were associated with spending less time watching TV. Findings highlight differential factors associated with LLPA versus TV-watching behavior in adults with ID. Hence, a key strategy aimed at increasing physical activity includes promoting participation in social and community activities, while targeted activities for reducing sedentary behavior might focus on providing day programs or employment opportunities for adults with ID.

National Council for Aging Care’s Comprehensive Guide on Exercising for Seniors

Comprehensive Guide on Exercising for Seniors

When people think about their later years, they usually imagine a life freed from work or career commitments. They hope, too, that this new freedom will allow them to give their full attention to family, friends, and the activities they feel most passionate about. Making this dream a reality, however, requires health and independence, which in turn require a renewed commitment to staying healthy in general and to maintaining that health through exercise.

The good news, though, is that exercise confers all the same benefits to seniors that it does to those earlier in life, including increased longevity, improved mental clarity, a boost in energy, and greater strength to meet the physical demands of daily living. This is true even if you don’t start exercising until your later years. And while older people tend to become more sedentary as retirement and the challenges of old age restrict their activities, that doesn’t mean that you can’t make a reasonable course of exercise a part of your life or the life of a loved one.

With that in mind, here is everything you need to know about keeping an active lifestyle well into your senior years.

Obesity and Individuals with Intellectual and Developmental Disabilities A Research to Policy Brief

William H. Neumeier1, Christine Grosso2, James H. Rimmer1

1 University of Alabama at Birmingham and Lakeshore Foundation Research Collaborative

2 Association of University Centers on Disabilities

Obesity is an increasingly common condition that is characterized by an increase in the number and size of fat cells in the body. Obesity is most commonly measured by Body Mass Index (BMI), with a BMI ranging from 25-29.9 kilograms per meter squared (kg/m2) indicating an individual is overweight, and a rate greater than 30 kg/m2 indicating a state of obesity. Rates of overweight and obesity among child and adult populations are an increasing healthcare concern. The number of individuals who are overweight or obese has increased over the past 40 years [1]. This has resulted in an increased focus, understanding, and action for obesity treatment.

Obesity rates are a concern for the general population, but research findings consistently report even higher rates of obesity among individuals with intellectual and developmental disabilities (IDD). The Centers for Disease Control and Prevention report approximately 35% of the general population is obese, while the rate of obesity among adults with IDD is as high as 58.5% in the United States [2-5]. The consequences of obesity predispose adults with IDD to a greater risk of secondary health conditions that can impair their health status and quality of life. In addition, individuals with IDD may possess non-modifiable risk factors for obesity, such as mobility limitations or factors related to the individual’s diagnosis. Secondary risk factors, such as barriers to physical activity, lack of social support, higher levels of food insecurity, limited access to proper nutrition, medications that may influence weight, and transportation, may also increase susceptibility to obesity for a child or adult with IDD [2, 6]. In total, obesity is a complex, multi-faceted condition that needs greater attention in the IDD population. The 2005 Surgeon General’s Call to Action to Improve the Health and Wellness of Persons with Disabilities emphasizes equal opportunities for healthy living for individuals with disabilities. This policy brief will highlight known issues related to obesity in general, issues uniquely related to obesity for individuals with IDD, and provide recommendations and resources for addressing these issues.

Download Research Brief for Results

Project SEARCH and HealthMatters Program 2017-2018 Employment, Health, and Wellness Webinar Series

  1. Better Health by Health Education & Sustained Employment September 28st, 2017
  2. Promoting Health and Leadership in Project SEARCH® Programs October, 12th, 2017
  3. Integrating Technology to Increase Student Interns’ Health, Fitness, and Personal Responsibilities October, 26th, 2017
  4. Using the Health Matters Curriculum with the Project SEARCH® Program Model January, 18st, 2018
  5. Mindfulness: Strategies for Building Success and Wellness in the 21st Century Workforce February, 15th, 2018


 

PLEASE NOTE

  • There is no cost for these webinars.
  • CEUs are not offered for these webinars.
  • For disability accommodations email Jasmina Sisirak (jsisirak@uic.edu) at least 10 days before the webinars.

The webinars are hosted by the HealthMatters ProgramTM in partnership with Project SEARCH® and funded by The Rehabilitation Research and Training Center on Developmental Disabilities and Health (RRTCDD). The RRTCDD is funded through United States Department of Health and Human Services, Administration for Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Grant # 90RT5020-01-00, and a grant from the Ohio Developmental Disabilities Council.

Using the Health Matters Curriculum with the Project SEARCH® Program Model

Source: HealthMatters WebEx Event Center

Event status: Not started (Register)
Date and time: Thursday, January 18, 2018 2:00-3:00 pm (Eastern Time)
Duration: 1 hour
Description:

Project SEARCH is committed to supporting health and fitness education during the transition to employment. Accordingly, Project SEARCH partnered with UnitedHealthcare last year to provide Project SEARCH sites with Health Matters: The Exercise and Nutrition Health Education Curriculum for People with Developmental Disabilities. More recently, we were awarded a grant from the Ohio DD Council to study the use of the Health Matters curriculum in the context of Project SEARCH. As a first step, we surveyed Project SEARCH Instructors on their experience with the Health Matters curriculum and other health and fitness activities. The purpose was to learn about both the successes and obstacles that instructors encountered. The results of that survey will be presented here, and we plan to gather additional information from members of the audience in an informal focus group discussion. Ultimately, we plan to create and test a clear set of guidelines for integrating the Health Matters curriculum into Project SEARCH in a manner that will optimize learning of health and fitness principles without interfering with the primary Project SEARCH goal of competitive employment.

PRESENTER

Maryellen Daston, PhD, Program Specialist, Cincinnati Children’s Hospital, Cincinnati, OH. Maryellen is a technical writer with a background in biomedical research. Prior to her current position with Project SEARCH, she was involved with research in the field of developmental neuroscience. In her current position, Maryellen works with the Project SEARCH central administration team at Cincinnati Children’s Hospital Medical Center. Maryellen manages the Project SEARCH database and is responsible for editing and writing content for the Project SEARCH website, articles for professional journals, and other communications. She is also involved with researching funding opportunities, writing grant proposals, and overseeing research related to Project SEARCH. In addition, Maryellen co-authored the book on the history, philosophy, and practices that define the Project SEARCH model, “High School Transition that Works: Lessons Learned from Project SEARCH”, Paul H. Brookes Publishing Co.

 

PRESENTATION CONTRIBUTORS

  1. Julie Christensen, PhD, LMSW, Director, Center for Disabilities and Development (UCEDD), University of Iowa, Iowa City, IA. Julie is the Director of Iowa’s University Center for Excellence in Developmental Disabilities (UCEDD), Center for Disabilities and Development (CDD), at the University of Iowa. Prior to joining CDD in May 2016, Dr. Christensen served as the Director of Employment Programs at Strong Center for Developmental Disabilities (UCEDD), at the University of Rochester Medical Center. Dr. Christensen’s background encompasses work in schools, not-for-profits, government and higher education. For the past 14 years, her career has centered around improving quality of life outcomes for at-risk youth, including youth with intellectual and development disabilities, through promoting employment and access to leisure and recreation opportunities in inclusive settings. She has considerable experience developing, administering, and evaluating federal, state and local grant-funded projects with an emphasis on cross-systems collaboration and systems change. She currently maintains a research faculty appointment in the Department of Psychiatry at the University of Iowa Hospitals and Clinics, and adjunct appointments in the Department of Pediatrics, Division of Developmental and Behavioral Pediatrics and the University of Iowa School of Social Work. Her research is in the areas of employment, quality of life, and leisure and recreation participation of adolescents and young adults with IDD.
  2. Dennis Cleary, Co-Director of the Transition, Employment, and Technology (TET) Lab, Columbus, OH. Dennis is an Assistant Professor of Occupational Therapy at The Ohio State University. His primary area of interest is transition services for young adults with disabilities and promoting their employment outcomes In partnership with the Transition group at the Nisonger Center, Dr. Cleary works to test and refine methods to support young adults in academic, social, and work environments through the use of technology, activity analysis, education, and job matching strategies. Dr. Cleary has received funding from the U.S. Department of Education.
  3. Karen Guo is an Occupational Therapy Doctoral Student at The Ohio State University in Columbus, OH.
  4. Beth Marks, RN, PhD, Research Associate Professor, University of Illinois, Chicago, IL. Beth is a Research Associate Professor in the Department of Disability and Human Development, University of Illinois at Chicago, Associate Director for Research in the Rehabilitation Research and Training Center on Aging with Developmental Disabilities, and President, National Organization of Nurses with Disabilities. Beth directs research programs on empowerment and advancement of persons with disabilities. She has published numerous articles and books related to health promotion, health advocacy, and primary health care for people with disabilities. She co-produced a film entitled “Open the Door, Get ‘Em a Locker: Educating Nursing Students with Disabilities.” She has also authored two books published in 2010 entitled Health Matters: The Exercise and Nutrition Health Education Curriculum for People with Developmental Disabilitiesand Health Matters for People with Developmental Disabilities: Creating a Sustainable Health Promotion Program.
  5. Jasmina Sisirak, PhD, MPH, Research Assistant Professor, University of Illinois at Chicago; Chicago, IL. Jasmina is an Associate Director of Training and Dissemination in the Rehabilitation Research and Training Center on Developmental Disabilities and health (RRTCDD) in the Department of Disability and Human Development at University of Illinois at Chicago (UIC). Her research interests consist of nutrition, health literacy, and health promotion for persons with intellectual and developmental disabilities. She coordinates several health promotion projects in the RRTCDD; and has written publications and presented papers in the area of disability, health, and nutrition. Jasmina has co-authored two books entitled Health Matters: The Exercise and Nutrition Health Education Curriculum for People with Developmental Disabilities and Health Matters for People with Developmental Disabilities: Creating a Sustainable Health Promotion Program.

ACKNOWLEDGEMENT

These webinars are hosted by the HealthMatters ProgramTM in partnership with Project SEARCH® and funded by The Rehabilitation Research and Training Center on Developmental Disabilities and Health (RRTCDD). The RRTCDD is funded through United States Department of Health and Human Services, Administration for Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Grant # 90RT5020-01-00, and a grant from the Ohio Developmental Disabilities Council.

Integrating Technology to Increase Student Interns’ Health, Fitness, and Personal Responsibilities

 

: Play recording (51 min)

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Resources:

Potential Funders:

 

Webinar Handouts:

Description:

In this webinar, we will share our success utilizing technology to improve student interns’ health, stamina, and independence. During our first year of our Project SEARCH program we have incorporated 6 Chromebooks, 2 iPads, and Fitbits for every intern. We will demonstrate how we created Google Accounts for each intern so they have access to their own G Suites to create an email address and Google Drive where they create resumes, letters, upload photos, create presentations, and share documents that they will have access to throughout their adult lives. We will also demonstrate how we utilize Google Drive to create a shared Project SEARCH Steering committee folder so all members can collaborate and have access to documents and resources at all times. We will also share how we incorporated Fitbits into daily lessons in combination with Health Matters: The Exercise and Nutrition Health Education Curriculum for People with Developmental Disabilities. Interns record all food and water consumed during the day, plus their daily activity is tracked by logging active minutes throughout the day, calories burned, total steps, and miles traveled during the day. Project SEARCH instructor is able to make connections with intern Fitbit data and Health Matters curriculum for student interns to learn the importance of nutrition and physical activity. We were also able to identify how the Fitbit can be used to make adaptations for the Interns to improve time on task and their time management skills. With the access to two iPads we incorporated a time in and time out app that student interns utilize to sign in and out for their internship rotations and for their lunch breaks. This data is incorporated into real life math lessons.

CEUs: There will be no CEUs provided for this presentation.PRESENTERS

Mason Messinger, Project SEARCH Instructor, Kalahari Resort, Pocono Manor, PA.

Dawn Diagnault, Director of Career Options and Opportunities, Human Resources Inc., Effort, PA. Dawn is the Director of Career Options and Development at the Human Resources Center, Inc. where she has been assisting individuals with disabilities in their employment goals for almost 14 years. Ms. Daignault holds a Bachelor’s degree in Disability studies from CUNY as well as an Associate’s degree in social work. She is a member of the steering committee for the Project SEARCH-Kalahari, Poconos site and serves as the supervisor of the provider agency staff.

ACKNOWLEDGEMENT

These webinars are hosted by the HealthMatters ProgramTM in partnership with Project SEARCH® and funded by The Rehabilitation Research and Training Center on Developmental Disabilities and Health (RRTCDD). The RRTCDD is funded through United States Department of Health and Human Services, Administration for Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Grant # 90RT5020-01-00, and a grant from the Ohio Developmental Disabilities Council.

Mindfulness: Strategies for Building Success and Wellness in the 21st Century Workforce

Source: HealthMatters Program WebEx Event Center

Event status: Not started (Register)
Date and time: Thursday, February 15, 2018 2:00-3:00 pm (Eastern Time)
Description:

This webinar will discuss the use of mindfulness strategies for building success and wellness among people with intellectual and developmental disabilities (IDD) within their worksites. “Mindfulness tools” will be reviewed for participants to incorporate with their students and employees with IDD in the classroom or in the workplace.

CEUs: There will be no CEUs provided for this presentation.

PRESENTER

Stefanie Patterson, Cape Cod, Riverview School’s Project SEARCH Instructor. Stefanie is a certified English and special education teacher and has been in the field of education for over 20 years. She is also a life-long yoga practitioner and is licensed through Finding Inner Peace Yoga School and is a member of the National Yoga Alliance & the Cape Cod Yoga Association [CCYA] with specialty certifications in pre/post-natal yoga, children/teen yoga and Mindfulness Meditation.

ACKNOWLEDGEMENT

These webinars are hosted by the HealthMatters ProgramTM in partnership with Project SEARCH® and funded by The Rehabilitation Research and Training Center on Developmental Disabilities and Health (RRTCDD). The RRTCDD is funded through United States Department of Health and Human Services, Administration for Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Grant # 90RT5020-01-00, and a grant from the Ohio Developmental Disabilities Council.

Better Health by Health Education & Sustained Employment

 

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Date and time: Thursday, September 28, 2017 2:00-3:00 pm (Eastern Time)
Duration: 1 hour
Description:

Abstract

The critical relationship between employment status and health is well established. Health education can enrich a Project SEARCH experience and increase the likelihood of sustained employment for Project SEARCH interns through better health. Join representatives from the Community Plan of Texas who will share how the Health Matters curriculum was implemented at their site. This session will encourage Project SEARCH on-site teams to understand the correlation between employment and health and wellness as well as best practices for implementing the health related curriculum.

Q & A

Question: Where are the Videos in the HealthMatters Curriculum in Lesson 8 Healthy Choices/Self-AdvocacyFreedom Equality & Justice for All” and Lesson 9 What do I think of me? Disability, Identity & Culture?” 

Response: https://www.disabilitytraining.com/product-info.php?Freedom_Equality_Justice_for_All_DVD-pid156.html

Other suggestions

  1. Self-advocacy video at a local library and found a local speaker with a disability. – http://www.zachkorbel.com/
  2. Advocating for Change Together (ACT) is Minnesota’s leader in the self-advocacy movement
  3. Self-Advocates Becoming Empowered (SABE) SABE’s Mission is to ensure that people with disabilities are treated as equals and that they are given the same decisions, choices, rights, responsibilities, and chances to speak up to empower themselves; opportunities to make new friends, and to learn from their mistakes.
  4. Freedom Equality & Justice for All (DVD) This is a remarkable package of specific, concrete strategies for promoting and strengthening self-advocacy. Be a pioneer in promoting disability as an emerging civil right movement for persons with disabilities. Learn the rich history of self-advocates, disability rights activists, and the civil rights struggles. Viewers will have a stronger sense of empowerment and understand the importance of self-advocacy to their daily lives and futures. Narrated by Cheryl Marie Wade. This site also has other really nice videos discussing discrimination specifically for people with intellectual and developmental disabilities; and, it’s a conversation that is often difficult to have.
  5. The other option is to see if anyone from the local independent living center could come as a guest speaker to talk about self-advocacy.
  6. Another idea if the video can’t be shown is to create some type of banner, poster, or something that the class can create together to show what self advocacy means to them,  how it pertains to their health, etc. This might be a project for throughout the class, and just not the first class.  I do like Beth’s idea of contacting someone from the local community independent living center and see if they would come speak.
  7. Illinois has the Illinois Self Advocacy Alliance, and the vision is “Our vision is for self-advocates to work together to get the support we need to live the life we want in the community.”  Different communities, counties, agencies have self advocacy groups in IL. Does your state have something similar in which you could have an established self advocacy group come in and speak.

PRESENTERS

  1. Jillian Hamblin, Chief Operating Officer, UnitedHealthcare Community and Plan of TX, Houston, TX. Jillian is the Chief Operating Officer for the UnitedHealthcare Community & Plan of Texas. In her current role, Jillian oversees health plan operational excellence, reporting, project management, appeals and grievances, state complaints and fair hearings, and member advocacy. Prior to assuming this role in December 2015, Jillian focused on process documentation, creation and implementation of clinical training programs, employee engagement and quality management. Jillian received a Bachelor of Science in Psychology from Baylor University.
  2. Patti Moore, Upper Valley Career Center Project SEARCH Coordinator of Upper Valley Medical Center, Sidney, OH. Patti coordinates a partnership between the Upper Valley Career Center, Upper Valley Medical Center, Koester Pavilion, Miami and Shelby County Boards of Developmental Disabilities, Capabilities Inc., and Opportunities for Ohioans with Disabilities. Currently in its eighth year locally, Upper Valley Project SEARCH is a high school transition program designed to provide training and education in a business setting, with the goal of competitive, community employment. This is Patti’s 25th year working in special education, 14th year as a Career Tech Special Needs Transition Coordinator, and 8th year as a Coordinator in Project SEARCH.
  3. Alexandra Needler, Project SEARCH Business Liaison, UnitedHealthcare, Houston, TX. Alexandra serves as the Project SEARCH Business Liaison while assisting UnitedHealthcare members in seeking and obtaining employment. Before joining UnitedHealthcare, Alexandra was a Special Education Teacher for nine years in Fort Bend ISD. For the last five years with FBISD, Alexandra was a Vocational Adjustment Coordinator and Transition Specialist and focused on assisting transition age students and their families to plan and prepare for postsecondary employment.
  4. Jessica Treybig, Fort Bend ISD Project SEARCH Instructor, UnitedHealthcare, Fort Bend, TX. Jessica is a Project SEARCH Teacher at UnitedHealthcare and is an Adult Transition Teacher with Fort Bend ISD and has been teaching in Fort Bend ISD for 3 years. Prior to joining Fort Bend ISD, she taught students with disabilities in the Austin area and assisted in developing a robust community based work program. Prior to teaching, she worked with adults with severe disabilities through a nationally recognized long term support provider. Jessica is a graduate of Texas State University.

ACKNOWLEDGEMENT

These webinars are hosted by the HealthMatters ProgramTM in partnership with Project SEARCH® and funded by The Rehabilitation Research and Training Center on Developmental Disabilities and Health (RRTCDD). The RRTCDD is funded through United States Department of Health and Human Services, Administration for Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Grant # 90RT5020-01-00, and a grant from the Ohio Developmental Disabilities Council.

 

 

 

Big Data and the Americans with Disabilities Act

Date Written: 2017

Abstract

While big data offers society many potential benefits, it also comes with serious risks. This Essay focuses on the concern that big data will lead to increased employment discrimination. It develops the novel argument that the Americans with Disabilities Act (ADA) should be amended in response to the big data phenomenon in order to protect individuals who are perceived as likely to develop physical or mental impairments in the future. Employers can obtain medical data about employees not only through the traditional means of medical examinations and inquiries, but also through the non-traditional mechanisms of social media, wellness programs, and data brokers. Information about workers’ habits, behaviors, or attributes that is derived from big data can be used to create profiles of undesirable employees. It can also be used to exclude healthy and qualified individuals whom employers regard as vulnerable to future medical problems. The ADA, which now protects only individuals with current or past disabilities and those who are perceived as having existing impairments, can no longer ignore the discrimination threats posed by predictive health data. The Essay analyzes these risks and propose a detailed statutory response to them.

Download Paper

Hoffman, Sharona, Big Data and the Americans with Disabilities Act (2017). 68 Hastings Law Journal 777 (2017); Case Legal Studies Research Paper No. 2016-33. Available at SSRN: https://ssrn.com/abstract=2841431

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