Octavia Alfini, Sitthisettapong Thanya, Kettaratad-Pruksapong Matana, Dewanto Iwan
Graduate program, Faculty of Dentistry, Thammasat University, Pathumtani, Thailand; Faculty of Dentistry, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia.
Pediatric Dentistry Department, Faculty of Dentistry Thammasat University, Pathumtani, Thailand.
Int Dent J. 2025 Jun;75(3):2182-2193. doi: 10.1016/j.identj.2024.12.015. Epub 2025 Jan 14.
Children diagnosed with autism spectrum disorder (ASD) may experience challenges in social interaction, communication, and sensory processing, which might influence their cooperative behavior during dental visits. To address this issue, visual pedagogy is commonly employed as a behavioral technique to facilitate successful dental examinations and treatments.
The objective of this study was to evaluate the efficacy of a structured-visual behavioral approach in promoting compliance and cooperation during dental examinations in children with ASD in the Yogyakarta Special Region Province, Indonesia.
A structured visual study was performed at the Muhammadiyah University Dental Hospital during the 2021-2022 period. The study included 5 intervention visits at 1-week intervals and consisted of the Success Approach, Tell-Show-Feel-Do, Visual Pedagogy, Audiovisual Modeling, In vivo Modelling, Behavioral Trial, and Auto modeling. A total of 37 ASD children who met the inclusion criteria were included in the study. The study employed a quasi-experimental design comprising 1 pre-test and 3 post-tests. The efficacy assessment encompassed 2 key dimensions: firstly, the ability to comply with the stages of the dental examination, and secondly, the degree of cooperation was evaluated using the Frankl Behavior Scale (FBS).
The findings showed that 64% of the cohort could achieve the highest score in achieving the highest score stage of dental examination in post-test 1. As for cooperation, 75% achieved a score of 4 (FBS) in post-test 1. Changes in the achievement of examination steps and cooperativeness after completing the intervention showed statistically significant changes with the Wilcoxon test (P < .01).
The structured-visual behavioral model approach was found to be effective in improving compliance and cooperation during dental examination in children with ASD in Yogyakarta Special Region Province, Indonesia.
These findings highlight the important point that the use of a structured-visual model in daily practice can be beneficial for children with ASD.
被诊断患有自闭症谱系障碍（ASD）的儿童在社交互动、沟通和感觉处理方面可能会遇到挑战，这可能会影响他们在牙科就诊期间的合作行为。为了解决这个问题，视觉教学法通常被用作一种行为技术，以促进成功的牙科检查和治疗。
本研究的目的是评估一种结构化视觉行为方法在印度尼西亚日惹特区患有ASD的儿童进行牙科检查期间促进依从性和合作性的效果。
2021年至2022年期间，在穆罕默迪亚大学牙科医院进行了一项结构化视觉研究。该研究包括每隔1周进行5次干预就诊，包括成功方法、告知-展示-感受-做、视觉教学法、视听示范、现场示范、行为试验和自我示范。共有37名符合纳入标准的ASD儿童被纳入研究。该研究采用了包括1次预测试和3次后测试的准实验设计。疗效评估包括2个关键维度：第一，遵守牙科检查阶段的能力；第二，使用弗兰克行为量表（FBS）评估合作程度。
研究结果表明，64%的队列在测试1后能够在牙科检查的最高得分阶段获得最高分。至于合作性，75%的人在测试1后获得了4分（FBS）。完成干预后检查步骤的完成情况和合作性的变化经威尔科克森检验显示有统计学意义的变化（P <.01）。
发现结构化视觉行为模型方法在提高印度尼西亚日惹特区患有ASD的儿童牙科检查期间的依从性和合作性方面是有效的。
这些发现突出了一个重要观点，即在日常实践中使用结构化视觉模型对患有ASD的儿童可能有益。
