Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
4 recherche sur le mot-clé 'Toothbrushing'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special-Care Children With and Without Autism / Ni ZHOU in Autism Research, 13-4 (April 2020)
[article]
Titre : Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special-Care Children With and Without Autism Type de document : Texte imprimé et/ou numérique Auteurs : Ni ZHOU, Auteur ; Hai Ming WONG, Auteur ; Colman MCGRATH, Auteur Article en page(s) : p.666-674 Langues : Anglais (eng) Mots-clés : autism pediatric social story toothbrushing training Index. décimale : PER Périodiques Résumé : Toothbrushing is a routine practice for oral hygiene maintenance. It is also a challenging task for young children with special care needs. In this study, social stories were employed to teach toothbrushing skills for preschool children with special needs. Those children were recruited from the Special Child Care Centers, including 87 children with autism and 94 children without autism. A validated toothbrushing social story was used to demonstrate the toothbrushing procedure for all the recruited children. Parents were encouraged to show the stories to their children before or during their daily toothbrushing. Children's toothbrushing performance, oral hygiene status, and gingival health status were assessed at baseline and 6 months. Toothbrushing performance, oral hygiene, and gingival status of the recruited children were significantly improved after using social stories. Moreover, children with autism showed better oral hygiene status (P = 0.01) and better gingival status (P < 0.001) than their peers without autism. However, there were no significant differences in the toothbrushing performance among children with and without autism. The regression models indicated that the improvement of children's toothbrushing performance and oral health status were associated with children's intellectual functioning and parents' attitudes toward the usefulness of social story intervention. The principal findings suggested that social story intervention could be used to improve toothbrushing skills among children with or without autism, while it was more efficient in improving the oral hygiene status among children with autism. Autism Res 2020, 13: 666-674. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Toothbrushing is considered as a basic self-care practice that should be advocated in early childhood. We used social stories to train toothbrushing skills among preschoolers with special care needs. The toothbrushing skills of the recruited children were significantly improved after 6-months intervention, and children with autism showed better oral hygiene status than their peers without autism. These findings suggested that social story-based health promotion could be implemented among children with special needs. En ligne : http://dx.doi.org/10.1002/aur.2256 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-4 (April 2020) . - p.666-674[article] Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special-Care Children With and Without Autism [Texte imprimé et/ou numérique] / Ni ZHOU, Auteur ; Hai Ming WONG, Auteur ; Colman MCGRATH, Auteur . - p.666-674.
Langues : Anglais (eng)
in Autism Research > 13-4 (April 2020) . - p.666-674
Mots-clés : autism pediatric social story toothbrushing training Index. décimale : PER Périodiques Résumé : Toothbrushing is a routine practice for oral hygiene maintenance. It is also a challenging task for young children with special care needs. In this study, social stories were employed to teach toothbrushing skills for preschool children with special needs. Those children were recruited from the Special Child Care Centers, including 87 children with autism and 94 children without autism. A validated toothbrushing social story was used to demonstrate the toothbrushing procedure for all the recruited children. Parents were encouraged to show the stories to their children before or during their daily toothbrushing. Children's toothbrushing performance, oral hygiene status, and gingival health status were assessed at baseline and 6 months. Toothbrushing performance, oral hygiene, and gingival status of the recruited children were significantly improved after using social stories. Moreover, children with autism showed better oral hygiene status (P = 0.01) and better gingival status (P < 0.001) than their peers without autism. However, there were no significant differences in the toothbrushing performance among children with and without autism. The regression models indicated that the improvement of children's toothbrushing performance and oral health status were associated with children's intellectual functioning and parents' attitudes toward the usefulness of social story intervention. The principal findings suggested that social story intervention could be used to improve toothbrushing skills among children with or without autism, while it was more efficient in improving the oral hygiene status among children with autism. Autism Res 2020, 13: 666-674. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Toothbrushing is considered as a basic self-care practice that should be advocated in early childhood. We used social stories to train toothbrushing skills among preschoolers with special care needs. The toothbrushing skills of the recruited children were significantly improved after 6-months intervention, and children with autism showed better oral hygiene status than their peers without autism. These findings suggested that social story-based health promotion could be implemented among children with special needs. En ligne : http://dx.doi.org/10.1002/aur.2256 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Developing a Toothbrushing Visual Pedagogy (TBVP) for Preschool Children with Autism Spectrum Disorder / R. Y. DU in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
[article]
Titre : Developing a Toothbrushing Visual Pedagogy (TBVP) for Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. Y. DU, Auteur ; W. YANG, Auteur ; P. P. Y. LAM, Auteur ; Cynthia K. Y. YIU, Auteur ; C. P. MCGRATH, Auteur Article en page(s) : p.327-338 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child, Preschool Humans Learning Toothbrushing Autism spectrum disorder Life skills Oral hygiene Preschool children Toothbrushing visual pedagogy Index. décimale : PER Périodiques Résumé : Visual pedagogy and social stories have been widely used to assist children with Autism Spectrum Disorder (ASD) in learning various skills. A toothbrushing visual pedagogy (TBVP) was developed adapting existing toothbrushing social stories for children with ASD. This TBVP consists of 13 toothbrushing steps with scripts describing the toothbrushing technique. To evaluate its feasibility, a review panel was formed to provide feedback on the TBVP and three other published toothbrushing social stories. Effectiveness of the TBVP was further evaluated among 119 preschool children with ASD with significant improvements in toothbrushing skills observed at 3-month and 6-month follow-ups. It is concluded that TBVP is a feasible and an effective educational means that assists children with ASD in learning toothbrushing skills. En ligne : http://dx.doi.org/10.1007/s10803-021-04946-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.327-338[article] Developing a Toothbrushing Visual Pedagogy (TBVP) for Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. Y. DU, Auteur ; W. YANG, Auteur ; P. P. Y. LAM, Auteur ; Cynthia K. Y. YIU, Auteur ; C. P. MCGRATH, Auteur . - p.327-338.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.327-338
Mots-clés : Autism Spectrum Disorder Child, Preschool Humans Learning Toothbrushing Autism spectrum disorder Life skills Oral hygiene Preschool children Toothbrushing visual pedagogy Index. décimale : PER Périodiques Résumé : Visual pedagogy and social stories have been widely used to assist children with Autism Spectrum Disorder (ASD) in learning various skills. A toothbrushing visual pedagogy (TBVP) was developed adapting existing toothbrushing social stories for children with ASD. This TBVP consists of 13 toothbrushing steps with scripts describing the toothbrushing technique. To evaluate its feasibility, a review panel was formed to provide feedback on the TBVP and three other published toothbrushing social stories. Effectiveness of the TBVP was further evaluated among 119 preschool children with ASD with significant improvements in toothbrushing skills observed at 3-month and 6-month follow-ups. It is concluded that TBVP is a feasible and an effective educational means that assists children with ASD in learning toothbrushing skills. En ligne : http://dx.doi.org/10.1007/s10803-021-04946-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism / Michele R. BISHOP in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Michele R. BISHOP, Auteur ; Amy KENZER, Auteur ; Christine M. COFFMAN, Auteur ; Courtney M. TARBOX, Auteur ; Jonathan TARBOX, Auteur ; Taira M. LANAGAN, Auteur Article en page(s) : p.680-686 Langues : Anglais (eng) Mots-clés : Toothbrushing Daily living skill Autism Stimulus fading Dental compliance Index. décimale : PER Périodiques Résumé : Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.680-686[article] Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism [Texte imprimé et/ou numérique] / Michele R. BISHOP, Auteur ; Amy KENZER, Auteur ; Christine M. COFFMAN, Auteur ; Courtney M. TARBOX, Auteur ; Jonathan TARBOX, Auteur ; Taira M. LANAGAN, Auteur . - p.680-686.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.680-686
Mots-clés : Toothbrushing Daily living skill Autism Stimulus fading Dental compliance Index. décimale : PER Périodiques Résumé : Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Brief report: At-home oral care experiences and challenges among children with Autism Spectrum Disorder / Abdulmonem A. ALSHIHRI in Research in Autism Spectrum Disorders, 79 (November 2020)
[article]
Titre : Brief report: At-home oral care experiences and challenges among children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Abdulmonem A. ALSHIHRI, Auteur ; Mansour H. AL-ASKAR, Auteur ; Mohammed S. ALDOSSARY, Auteur Article en page(s) : 101679 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Oral hygiene Toothbrushing Child Index. décimale : PER Périodiques Résumé : Background The aims of this study were to investigate parental challenges, toward at-home oral healthcare of their children with Autism Spectrum Disorder (ASD), as well as parental experience in supervising teeth brushing. Method 27-item questionnaires were completed by 142 mothers of children with ASD. The questionnaire addressed information on socio-demographics, at-home oral hygiene practice, medical history, and the habits of children with ASD. It also included parents’ experiences with oral care at-home and what difficulties were encountered. Statistical analysis was done using descriptive statistics, and several tests for statistical comparisons and associations were performed. The significance level was set to be P? 0.05. Results 16.9 % of children do not brush their teeth at all, 35.9 % brush less than once a day, 35.2 % brush once a day, and 12 % brush twice or more daily. Among the children who brush their teeth (n?=?118), 21.2 % brush their teeth themselves, for 64.4 %, their mothers brush their teeth, and for 14.4 %, a family member does that. Regarding if the child allows brushing supervision, 10.2 % do not allow brushing supervision, 39 % sometimes allow, and 50.8 % allow brushing supervision. Results indicated that there is a significant positive association between brushing frequency and allowing brushing supervision (P?0.001). No significant association between children’s age, gender, or autism severity, and allowing brushing supervision. Conclusion At-home dental care is challenging for children with ASD and their parents. Children with ASD showed improper oral hygiene practices and exhibited damaging oral habits, necessitating the urgent need for effective prevention programs, including parental education. En ligne : https://doi.org/10.1016/j.rasd.2020.101679 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101679[article] Brief report: At-home oral care experiences and challenges among children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Abdulmonem A. ALSHIHRI, Auteur ; Mansour H. AL-ASKAR, Auteur ; Mohammed S. ALDOSSARY, Auteur . - 101679.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101679
Mots-clés : Autism Spectrum Disorder Oral hygiene Toothbrushing Child Index. décimale : PER Périodiques Résumé : Background The aims of this study were to investigate parental challenges, toward at-home oral healthcare of their children with Autism Spectrum Disorder (ASD), as well as parental experience in supervising teeth brushing. Method 27-item questionnaires were completed by 142 mothers of children with ASD. The questionnaire addressed information on socio-demographics, at-home oral hygiene practice, medical history, and the habits of children with ASD. It also included parents’ experiences with oral care at-home and what difficulties were encountered. Statistical analysis was done using descriptive statistics, and several tests for statistical comparisons and associations were performed. The significance level was set to be P? 0.05. Results 16.9 % of children do not brush their teeth at all, 35.9 % brush less than once a day, 35.2 % brush once a day, and 12 % brush twice or more daily. Among the children who brush their teeth (n?=?118), 21.2 % brush their teeth themselves, for 64.4 %, their mothers brush their teeth, and for 14.4 %, a family member does that. Regarding if the child allows brushing supervision, 10.2 % do not allow brushing supervision, 39 % sometimes allow, and 50.8 % allow brushing supervision. Results indicated that there is a significant positive association between brushing frequency and allowing brushing supervision (P?0.001). No significant association between children’s age, gender, or autism severity, and allowing brushing supervision. Conclusion At-home dental care is challenging for children with ASD and their parents. Children with ASD showed improper oral hygiene practices and exhibited damaging oral habits, necessitating the urgent need for effective prevention programs, including parental education. En ligne : https://doi.org/10.1016/j.rasd.2020.101679 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434