A bio-behavioral intervention combining task analysis with skill-based training to train toothbrushing among children...

Area of Science:

• Behavioral science
• Special education
• Pediatric dentistry

Background:

• Individuals with intellectual disability (ID) possess unique healthcare requirements.
• Enhancing self-care behaviors, such as toothbrushing, can decrease reliance on caregivers.
• Promoting autonomy is crucial for individuals with ID.

Purpose of the Study:

• To present a bio-behavioral intervention for teaching toothbrushing to children with ID.
• To assess the intervention's effectiveness in promoting autonomy in oral self-care.
• To tailor interventions based on ID severity.

Main Methods:

• A cohort of 120 children with ID participated.
• Task analysis was used for baseline assessment.
• A multi-component teaching strategy included instruction, modeling, guidance, and praise.
• Caregiver training and video reinforcement were incorporated.

Main Results:

• Significant improvements in toothbrushing independence were observed.
• Children with mild and moderate ID demonstrated the most substantial gains.
• Specific skills like toothbrush manipulation improved markedly in mild/moderate groups.
• Children with severe ID showed progress but still required assistance for complex tasks.

Conclusions:

• The intervention is suitable for special schools and dental centers to enhance oral self-care in mild/moderate ID.
• Adaptations and supplementary methods may be needed for children with severe ID.
• Fostering autonomy in self-care is achievable and beneficial for children with ID.