Tiwari Barkha S, Ankola Anil V, Jalihal Sagar, Patil Pratibha, Sankeshwari Roopali M, Kashyap Bhargava R
Department of Public Health Dentistry, KLE Academy of Higher Education and Research (KLE University's) KLE VK Institute of Dental Sciences, Belagavi, Karnataka, India.
Spec Care Dentist. 2019 Mar;39(2):97-107. doi: 10.1111/scd.12356. Epub 2019 Jan 18.
To assess the oral hygiene status, knowledge, attitude and practices (KAP) in visually impaired children before and after imparting 3 different modes of oral health education.
The present study was a nonrandomized interventional study conducted among visually impaired school children. Ninety visually impaired children aged 12-15 years were selected by lottery method and divided into 3 groups (30 children each). Group 1: ATP (audio, tactile, performance technique), Group 2: Braille, and Group 3: ATP + Braille. Twenty-item verbal questionnaire was developed to record their knowledge, attitude, and practice (KAP) regarding oral hygiene before and after imparting oral health education. The oral hygiene status was recorded and compared using plaque and gingival index after 21-day, 1-, 6-, and 9-month interval. ANOVA, Tukey's post hoc, repeated measures ANOVA, and McNemar test were used. Group 3 showed highest percentage of reduction in plaque (55%) and gingival (52%) scores when compared with Group 1 and Group 2.
The combination of ATP (audio, tactile, and performance technique) and Braille is an effective way to improve oral hygiene status in visually impaired children. The KAP among these children also improved significantly after imparting oral health education.
评估在实施3种不同模式的口腔健康教育前后，视力障碍儿童的口腔卫生状况、知识、态度和行为（KAP）。
本研究是一项针对视力障碍学童的非随机干预性研究。通过抽签法选取90名12至15岁的视力障碍儿童，并将其分为3组（每组30名儿童）。第1组：ATP（音频、触觉、表演技巧），第2组：盲文，第3组：ATP + 盲文。编制了一份包含20个条目的口头问卷，以记录他们在接受口腔健康教育前后关于口腔卫生的知识、态度和行为（KAP）。在21天、1个月、6个月和9个月的间隔期后，使用菌斑指数和牙龈指数记录并比较口腔卫生状况。采用方差分析、Tukey事后检验、重复测量方差分析和McNemar检验。与第1组和第2组相比，第3组的菌斑（55%）和牙龈（52%）得分降低百分比最高。
ATP（音频、触觉和表演技巧）与盲文相结合是改善视力障碍儿童口腔卫生状况的有效方法。在实施口腔健康教育后，这些儿童的KAP也有显著改善。
