Effectiveness of dental visual aids in behavior management of children with autism spectrum disorder: a systematic review

Aljubour, Ala; AbdElBaki, Medhat A.; Meligy, Omar El; Al-Jabri, Basma; Sabbagh, Heba Jafar

doi:10.1080/02739615.2020.1831389

Cited by 8 publications

(9 citation statements)

References 26 publications

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“…The autism knowledge, environmental factors, and intent questions were developed based on the literature review. [6][7][8][9][10][11][12][13][14][15][16][17][18][19][21][22][23][24]26,27 The self-efficacy scale was adapted from the previously validated Academic Autism Spectrum Partnership in Research and Education (AASPIRE) Adult Autism Healthcare Provider Self-Efficacy Scale. 29 The AASPIRE scale was modified to fit the research and used to measure dental hygienists' self-efficacy in providing dental care to autistic individuals.…”

Section: Methodsmentioning

confidence: 99%

“…7,[13][14][15][16] Differences in sensory processing can lead to behavioral management challenges during dental visits and when performing oral home care. 7,14,17,18 The use of a sensoryadapted dental environment, visual aids, and visual pedagogy have been successful in decreasing anxiety, sensory discomfort, and pain, and increasing cooperation and behavior management for autistic populations. 7,14,17,18 Many dental providers do not feel that they have the proper knowledge, education, or training to be able to cope with the needs of autistic individuals.…”

Section: Introductionmentioning

confidence: 99%

“…7,14,17,18 The use of a sensoryadapted dental environment, visual aids, and visual pedagogy have been successful in decreasing anxiety, sensory discomfort, and pain, and increasing cooperation and behavior management for autistic populations. 7,14,17,18 Many dental providers do not feel that they have the proper knowledge, education, or training to be able to cope with the needs of autistic individuals. [19][20][21][22][23][24] The lack of knowledge may lead to low provider self-efficacy which is defined as the set of beliefs an individual holds about their ability to complete a particular task.…”

Section: Introductionmentioning

confidence: 99%

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Effect of dental hygienists’ self‐efficacy on intention to provide dental care to autistic individuals

Hesse,

Smilyanski,

Boyd

et al. 2023

Special Care in Dentistry

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AimsThe study aimed to investigate the influence of dental hygiene providers' self‐efficacy and the factors affecting self‐efficacy on their intent to provide care for autistic individuals.Methods and ResultsA cross‐sectional survey was conducted using a nonprobability sample of dental hygienists (n = 1075), yielding a completion rate of 70.6%. The survey included validated measures to assess participants' demographics, autism training and experience, autism knowledge, self‐efficacy, environmental factors, and intention to treat the autistic population. Participants’ self‐efficacy scores (r = 0.416; p < .001) and support from dental offices (r = [0.174; 0.465]; p < .001) had the greatest influence on intent. Clinicians who had more experience treating (r = 0.280; p = .005) and received more hours of training/education on treating autistic patients (r = 0.344; p < .001) showed a stronger inclination to provide care to this population. Notably, autism knowledge had a weaker impact on intent when compared to self‐efficacy and training/education.ConclusionAutism‐focused education and training have a positive effect on provider self‐efficacy when caring for autistic individuals. Increased emphasis on such interventions is necessary at all levels of dental hygiene education. The findings from this study can help overcome barriers to preventive dental care for the autistic community.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of dental hygienists’ self‐efficacy on intention to provide dental care to autistic individuals

Hesse,

Smilyanski,

Boyd

et al. 2023

Special Care in Dentistry

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“…In such scenarios, more aggressive techniques such as Protective Stabilization Board (papoose) or general anaesthesia may be required [6], and these may not be well-received by patients and caregivers. Alternatively, some studies have focused on the effectiveness of specific behavioural or psychological approaches either on oral care or as a communication-aided intervention [11,12], general strategies of ASD management in a dental office [13] and visual aid approaches (visual pedagogy) using either printed or electronic materials [14,15].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of psychological techniques in dental management for children with autism spectrum disorder: a systematic literature review

et al. 2022

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Background A rise in the reported numbers of children with Autism Spectrum Disorder (ASD) highlights the need for dental practitioners to be more familiar with the treatment approaches for these special needs children to ensure comfortable, well-accepted and efficient management while in dental office. Aim This paper aimed to acquire a deeper understanding of some of the innovative and best approaches to managing children with ASD in dental settings. Design A systematic literature search was performed in PubMed, Scopus, Web of Science, Cochrane databases, and grey literature based on the PRISMA 2020 statement, using main keywords such as: ‘management’, ‘dental’, ‘children’, and ‘Autism Spectrum Disorder’. Original full-text papers including randomised controlled trials (RCT) and all other designs of non-randomised controlled studies (NRS) reporting relevant intervention studies in English were included without any publication time limit. The quality of the evidence found eligible for the review were then assessed using the ROB-2 and ROBINS-I tools. Subsequently, the details of management interventions and impact of treatment approaches were compared and discussed. Results Out of the 204 articles found, 109 unrelated articles were excluded during the initial screening. The full papers of remaining 28 were retrieved and only 15 (7%) articles were eligible to be reviewed; eight RCTs with ‘some concerns’ and ‘high risk’ categories particularly concerning their randomisation design, and seven NSRs with ‘serious’ to ‘critical’ bias largely due to confounding factors. Conclusion Our review found inconclusive evidence on the strength of recent psychological and non-pharmacological approaches used to manage children with ASD in dental settings. Small sample size and lack of a control group in certain studies affected the strength of evidence and credibility of the findings. Nevertheless, this review shared informative details on some innovative approaches for better understanding of the management of children with ASD for dental professionals.

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“…The implementation of VAS intervention programs such as providing smallgroup directions have been used in general classrooms and/ or educational settings [18], aiding in the enhancement of academic skills and the degree of interaction between peers, thereby reducing disruptive behaviors in classrooms [19]. This interventional approach is commonly used among children with autism spectrum disorder (ASD) [20] and intellectual disabilities [21]. Children diagnosed with ADHD exhibit difficulties in these skills, leading to disruptive behaviors in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review

Thomas

Karuppali

2022

J Korean Acad Child Adolesc Psychiatry

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Objectives: Children with attention-deficit/hyperactivity disorder (ADHD) tend to be noisy and violate rules with their disruptive behaviors, resulting in greater difficulties with off-task behaviors and being at risk for social refusal. The visual activity schedule (VAS) intervention program is a frequently used method to teach multiple skills involving on-task, use of schedules, transition behaviors, social initiation, independent play skills, classroom skills, and academic skills. The current systematic review aimed to examine the efficacy of using VAS intervention in reducing problem behaviors in children with ADHD between 5 and 12 years of age. Methods: Systematic searches were conducted using two electronic databases (PubMed and Scopus) to identify relevant studies published in English between 2010 and 2020. Four studies met the inclusion criteria: two studies examined the effect of schedule-based tasks and the use of an iPad on classroom skills, while the other two examined randomized clinical trials (RCTs) of psychosocial treatment for ADHD inattentive type and a cross-sectional study examined the impact of the group size on task behavior and work productivity in children with ADHD. Results:The findings indicate that the interventions used in all four studies could lead to increased satisfaction among participants and parents, as well as a reduction in problem behavior. In terms of the research indicators, the RCT had low quality, while the others were of high quality. Conclusion: A larger number of studies and the ADHD clinical population would help to increase the generalizability of future reviews of treatments in this context.

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Effectiveness of dental visual aids in behavior management of children with autism spectrum disorder: a systematic review

Cited by 8 publications

References 26 publications

Effect of dental hygienists’ self‐efficacy on intention to provide dental care to autistic individuals

Effect of dental hygienists’ self‐efficacy on intention to provide dental care to autistic individuals

Effectiveness of psychological techniques in dental management for children with autism spectrum disorder: a systematic literature review

The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review

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