Eilander MM, de Wit M, Rotteveel J, Aanstoot HJ, Waarde WM, Houdijk EC, Luman M, Nuboer R, Oosterlaan J, Winterdijk P, Snoek FJ.

Diabetes IN development (DINO): the bio-psychosocial, family functioning and parental well-being of youth with type 1 diabetes: a longitudinal cohort study design. BMC Pediatrics. 2015;15:82.

How does the timing of onset of type 1 diabetes in childhood, and the timing of diagnosis, affect an individual’s development and disease outcomes in later years? Specifically, does diabetes that begins before puberty have a different course than diabetes that begins during puberty?

 

The Diabetes IN development (DINO) study was set up to provide some answers to these questions. Its longitudinal study design will allow the researchers, including Diabeter staff, to track different developmental trajectories (biological, psychosocial, and cognitive) as well as related factors such as family functioning and parental well-being.

 

The aims of the DINO study are to determine:

• If (and how) the onset of type 1 diabetes before puberty versus during puberty affects glycemic control, diabetes self-management, psychological functioning, and diabetes-related quality of life.
• The timing of onset of disturbed eating behavior, its risk factors and its prospective course in relation to glycemic and psychological consequences.
• If (and how) the onset of type 1 diabetes before puberty versus during puberty affects family functioning and parental well-being.
• If (and how) the cognitive development of children and adolescents with type 1 diabetesis associated with glycemic control and diabetes self-management.

 

The researchers will assess two groups of children with type 1 diabetes aged 8-15 years old at baseline: children with pre-pubertal onset of type 1 diabetes, and children with pubertal onset. All children will be evaluated annually over the 3 years of the study.

 

The results (the first are expected in 2016) could provide practical information on protective and risk factors for glycemic outcomes, and on which children might benefit from intervention and support at specific times.

 

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