By completing this self-study, participants will be able to:
- 1)describe the study.
- 2)identify lessons learned from the study.
- 3)determine whether the lessons learned apply to their practice.
- 4)utilize relevant lessons learned to improve their practice.
- 1Those most likely to exhibit diabulimia are:
b) Those trying to lose weight.
c) Type 1 diabetics.
d) All of the above.
- 2The approximate number of children diagnosed with type 1 diabetes each year is:
- 3The prevalence of eating disorders among adolescent females with type 1 diabetes compared to females without diabetes is:
a) Half as great.
b) About the same.
c) Twice as great.
d) Four times as great.
- 4The estimated percentage of adolescent and young adult women with diabetes who skip insulin after meals to lose weight is between:
a) 10% – 20%.
b) 20% – 30%.
c) 30% – 40%.
d) 40% – 50%.
- 5Early physiological warning signs of eating disorders among diabetics include:
a) Excessive thirst.
b) Frequent urination.
c) Fruity-scented breath.
d) All of the above.
- 6A single screening question the authors suggested to identify potential diabulimics is:
a) “I am concerned about my weight.”
b) “I take less insulin than I should.”
c) “My friends tell me I eat too little.”
d) “Sometimes I sneak food so others will not see me eat.”
- 7In the authors’ list of those whose roles should be delineated in a Diabetes Medical Management Plan, one NOT included is:
c) Students’ families/parents.
- 8Although the American Diabetes Association recommends that middle school students with diabetes should be able to administer their own insulin with supervision the authors suggest that if schools had the following policy, fewer students would be able to omit needed insulin treatment during the school day.
a) All students with diabetes must administer insulin under the supervision of the school nurse.
b) Middle school students with diabetes must be supervised while administering their own insulin.
c) High school students with diabetes must be supervised while administering their own insulin.
d) Both c and d.
- 9The four distinct learning styles used in the Diabetes Youth Curriculum: A Toolbox for Educators are:
a) Abstract random, abstract sequential, concrete random, and concrete sequential.
b) Amiable, analytical, driver, and expressive.
c) Extrovert intuitive, extrovert sensory, introvert intuitive, and introvert sensory.
d) Kinesthetic, auditory, tactile, and verbal.
- 10In the Discussion section, the authors discuss the role of all of the following EXCEPT:
a) School guidance and counseling services personnel.
b) School health educators.
c) School health services personnel.
d) Students with diabetes.