Department of Pediatric, Faculty of Dentistry, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
Research Assistant, Faculty of Medicine & Dentistry - Dentistry Chair, University of Alberta, Edmonton, Canada.
Spec Care Dentist. 2024 Nov-Dec;44(6):1759-1769. doi: 10.1111/scd.13052. Epub 2024 Aug 12.
This study aimed to compare the effectiveness of two visual pedagogy methods, video modeling and educational posters, on improving tooth-brushing autonomy in 10-12-year-old children with mild autism.
Sixty-four autistic children were randomly assigned to either the video or poster groups using the Rand function in Excel. Toothbrushing skills were divided into five stages: preparation, buccal, occlusal, lingual surfaces, and the end. These five stages comprised a total of 20 steps, with each step scored from 1 (not done at all) to 5 (done independently). The final score was calculated by averaging the scores of the five stages. The FONES method of toothbrushing was used for training. Follow-up assessments were conducted after 1 and 3 months. The data were analyzed using SPSS V26, including t-tests, Mann-Whitney U tests, and repeated-measures ANOVA.
After 3 months, there were significant improvements in autonomy scores for both groups, with the video group showing greater benefits (4.37 ± 0.43) compared to the poster group (4.11 ± 0.49) (p = .03), with an effect size of η = .07.
Both video and poster methods were effective in improving tooth-brushing skills, but video modeling was associated with a higher total autonomy score.
本研究旨在比较两种视觉教学法，即视频建模和教育海报，对提高轻度自闭症 10-12 岁儿童刷牙自主性的效果。
使用 Excel 中的 Rand 函数将 64 名自闭症儿童随机分为视频组或海报组。刷牙技能分为五个阶段：准备、颊面、咬合面、舌面和结束。这五个阶段共包含 20 个步骤，每个步骤的评分范围为 1（根本未完成）到 5（独立完成）。最终得分通过平均五个阶段的得分计算得出。采用 FONES 刷牙法进行训练。在 1 个月和 3 个月后进行随访评估。使用 SPSS V26 进行数据分析，包括 t 检验、Mann-Whitney U 检验和重复测量方差分析。
3 个月后，两组的自主性得分均有显著提高，视频组的效果更为显著（4.37±0.43），优于海报组（4.11±0.49）（p=.03），效应量为η=0.07。
视频和海报两种方法都能有效提高刷牙技能，但视频建模与更高的总自主性得分相关。
