Psychoeducational intervention to improve oral assessment in people with autism spectrum disorder, BIO-BIO region, Chile

Abstract

BackgroundLichen planus (LP) is a chronic autoimmune disease that affects the oral mucosa as well as the skin, genital mucosa and other sites. Objective: to evaluate the correlation between oral, genital and cutaneous lichen planus, in a sample of LP patients.Material and MethodsThis descriptive study reviewed 274 clinical histories of patients, who all presented histological confirmation of lichen planus verified by a pathologist, attending research centers in Barcelona.ResultsA total of 40 LP patients (14.59%) presented genital lesions. Of 131 patients with cutaneous LP (47.8%), the most commonly affected zones were the body’s flexor surfaces, representing 60.1% of cases. 24% of patients (n=55) related the start of the lesions with previous stress events. Of the 131 subjects with cutaneous lesions, 19% (n=25) also presented oral lichen planus (OLP). Of the total sample, 53.6% (n=147) of patients presented oral lesions. The systemic diseases most commonly associated with this patient sample were psychological problems such as stress, anxiety and depression (48%), hypertension (27%), gastric problems (12%), and diabetes (9.7%). A family history of lichen planus was found in only 2 cases (0,72%) out of the total of 274.ConclusionsAny patient with OLP should undergo a thorough history and examination to investigate potential extraoral manifestations. The fact that 37 patients with OLP in this series were identified with simultaneous involvement at more than one site highlights the need for exhaustive evaluation and multidisciplinary approaches to this disease. Key words:Autism spectrum disorder, psychoeducational intervention, oral assessment, dentistry.

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 , …”

“…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 , 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 patients’ ages ranged from 3 to 23 years, with an overall minimum average age of 4.50 years and maximum of 12.28 years. Thirteen studies reported the intellectual disability level of the children involved [ 4 , 17 , 20 , 21 , 22 , 24 , 26 , 27 , 28 , 29 , 31 , 32 , 33 ].…”

“…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 ]. To facilitate the synthesis, the results were summarized in tables.…”