Evaluation of visual pedagogy in improving plaque control and gingival inflammation among preschool children with autism spectrum disorder: An interventional study

Background Visual pedagogy (VP) is a behavioural intervention used to facilitate learning among autistic children. Limited studies have evaluated VP when applied to dentistry. Aim To evaluate the effectiveness of VP in improving oral hygiene and gingival health status of autistic children. Design The interventional study was conducted among 122 autistic preschool children and their parents in Hong Kong. Toothbrushing visual pedagogy (TBVP) was provided to parents for supervising their children with toothbrushing at home. The children's sociodemographic background, developmental profile, and clinical parameters were obtained via parental questionnaire, standardised assessment form, and clinical examination, respectively. The change in plaque and gingival indices over time and potential confounding factors were evaluated with Friedman's two-way analysis of variance and logistic regressions, respectively. Results Significantly lower level of plaque and gingival inflammation was found at 3 months and 6 months than baseline. The oral health status of children with poorer baseline oral hygiene status and gingival health was more likely to improve with TBVP. Other developmental and socio-economic backgrounds had insignificant associations on the improvement of these clinical parameters. Conclusion The findings suggest TBVP is effective in promoting oral hygiene maintenance and improving the periodontal conditions among individuals diagnosed with ASD.

Automated summary

The study found that visual pedagogy through toothbrushing can effectively improve oral hygiene and gingival health among autistic children, especially for those with poor initial oral hygiene and gingival conditions. Other developmental and socio-economic backgrounds had insignificant associations on the improvement of these clinical parameters.