Toothbrushing barriers for people with developmental disabilities: a pilot study
Christina J. Shin DDS
Harvard School of Dental Medicine, Pediatric Dentistry, Boston, Massachusetts, United States
Search for more papers by this authorCorresponding Author
Sophia Saeed DMD
University of California, San Francisco-School of Dentistry, Oral & Maxillofacial Surgery, 521 Parnassus Avenue, Box 0440 San Francisco, California, United States
Corresponding author e-mail: [email protected]Search for more papers by this authorChristina J. Shin DDS
Harvard School of Dental Medicine, Pediatric Dentistry, Boston, Massachusetts, United States
Search for more papers by this authorCorresponding Author
Sophia Saeed DMD
University of California, San Francisco-School of Dentistry, Oral & Maxillofacial Surgery, 521 Parnassus Avenue, Box 0440 San Francisco, California, United States
Corresponding author e-mail: [email protected]Search for more papers by this authorABSTRACT
Purpose
The aims of this study were: (1) to determine which step in tooth brushing is most difficult for individuals with developmental disabilities and (2) to determine if oral hygiene instruction improves technique.
Material and methods
Once per week for 6 weeks, disclosing solution was applied to the teeth of 14 subjects who were observed individually in their tooth brushing technique. Fourteen distinct steps were measured on a 4-point Likert scale. Plaque score was measured after brushing.
Results
The step causing greatest difficulty was “able to brush off residual, identified plaque.” Steps that showed greatest improvement were “open toothpaste” and “place toothpaste on brush.” The change in plaque score from the initial visit to the final visit was not statistically significant.
Conclusion
Oral hygiene instruction in a group and individual setting increased compliance in the initial steps of tooth brushing.
References
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