Oral hygiene education of special needs children. Part 1: children with autism spectrum disorder

Abstract

The purpose of this study was to implement an educational programme for oral hygiene of children with autism. It involved 30 children with autism aged 6-11 years. For their training, Picture Exchange Communication System (PECS) images for oral hygiene and tooth-brushing techniques were made. The oral hygiene level was assessed using the Silness & L€ oe Oral Hygiene Index. The children had poor oral hygiene due to hindered communication and motivation. The practical training of the children with autism included in the study lasted one year and was performed with the help of their parents. At the end of the one-year educational programme in oral hygiene, there was improvement in the oral hygiene habits of the children. The PECS images helped to improve the communication and the oral hygiene habits in the children with autism.

Is Visual Pedagogy Effective in Improving Cooperation towards Oral Hygiene and Dental Care in Children with Autism Spectrum Disorder? A Systematic Review and Meta-Analysis

“…Therefore, forty-one papers were assessed; eighteen papers were discarded ( Table S3 ). Twenty-three studies were finally included in this systematic review: nine studies concerned tooth brushing and oral hygiene skills in children with ASDs and 14 studies concerned their cooperation during dental procedures ( Figure 1 ) [ 4 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ]. The majority of the papers included (21 studies) were published in the last decade, with 10 papers published from 2018 to 2020 [ 14 , 16 , 17 , 19 , 21 , 22 , 23 , 26 , 28 , 32 ] ( Table 1 ).…”

“…Regarding the type of study, five were RCTs [ 20 , 23 , 27 , 29 , 31 ] and 18 were non-randomized studies, of which 11 papers were interrupted time series studies (ITSSs) [ 4 , 14 , 15 , 17 , 18 , 19 , 22 , 25 , 26 , 28 , 32 ], two were controlled before and after studies (CBAs), and five were before and after comparison studies (BAs) [ 16 , 30 , 33 , 34 , 35 ]. Regarding the type of study design, 12 studies were single-arm trials [ 4 , 15 , 16 , 17 , 18 , 19 , 25 , 26 , 28 , 30 , 33 , 34 ], 10 were double-arm trials [ 14 , 20 , 21 , 22 , 23 , 24 , 29 , 31 , 32 , 33 ], and one was a multi-arm trial [ 27 ]. Eight papers had a sample size greater than 50 participants [ 4 , 17 , 19 , 21 , 22 , 27 , …”

“…Eight papers had a sample size greater than 50 participants [ 4 , 17 , 19 , 21 , 22 , 27 , 28 , 32 ]. Regarding study length, only 13 studies lasted more than six months [ 14 , 15 , 16 , 17 , 18 , 19 , 21 , 22 , 24 , 25 , 27 , 28 , 30 ], with a follow-up evaluation that ranged from one week to 12 months.…”

“…The Pictured Exchanged Communication System was used in eight studies [ 14 , 15 , 16 , 23 , 25 , 26 , 29 , 35 ], other kinds of images were used in 10 studies [ 4 , 17 , 18 , 19 , 21 , 24 , 28 , 30 , 31 , 34 ], and video and/or video plus images were used in five studies [ 20 , 22 , 27 , 32 , 33 ]. The intervention protocol foresaw the administration of visual tools on a daily basis in 11 studies [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 30 , 31 ], on weekdays in one study [ 28 ], on a weekly basis in six studies [ 4 , 26 , 29 , 32 , 33 , 34 ], once in five studies [ 23 , 24 , 25 , 27 , 35 ], and on a weekly followed by a daily basis in one study [ 4 ].…”

“…Studies selected were divided into two groups according to their primary outcome. In the first group, articles that investigated the effectiveness of visual pedagogy in improving oral hygiene skills in children with ASDs were included [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 ]. In the second group, articles that investigated the effectiveness of visual pedagogy in improving the patient’s cooperation during dental care were included [ 4 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ].…”