Experiences of Dental Care for Children Accessing Early Childhood Intervention: A Qualitative Study

Children accessing early childhood intervention due to developmental concerns or disability may be less likely to receive regular dental care compared with the general pediatric population. This qualitative study explores the perspectives of parents and carers regarding their children's experiences with dental services.

A qualitative descriptive design was used to study families accessing early childhood intervention services at a community health service in Melbourne, Australia. Convenience and purposive sampling was used to recruit families of children aged 0 to 6 y. Semi-structured interviews were conducted, recorded, and analyzed using thematic analysis to explore perspectives on the oral health needs and experiences of families.

Participants included 11 parents of children aged 1.5 to 6.4 y. Parents were primarily mothers, with 1 interview including both parents and another including the father. Three themes were developed regarding child and family experiences, and 3 themes were developed relating to opportunities to improve dental care as part of early childhood intervention.

This study highlighted the anxiety and distress faced by children with complex needs and their families in the traditional dental environment setting. Sensory sensitivities led to avoidance of dental visits and compromise of oral health status. A holistic preventative approach emphasizing desensitization coupled with improved practitioner training in disability awareness could mitigate anxiety. Systemic barriers, including fragmented health care and inadequate support networks, further impeded access. Reforms prioritizing person-centered care are essential to address these unmet needs.

This study highlighted the need for tailored resources, integrated care models, accessible services, sensory-friendly environments, and flexible approaches to dental care to improve oral health outcomes for children accessing early childhood intervention. Future research should explore these issues from the perspective of health care providers and investigate co-designed interventions to address the identified barriers.Knowledge Transfer Statement:The results of this study can be used to inform patient-centered approaches to dental care for children with developmental concerns and/or disability who are accessing early childhood intervention services. The perspectives of families suggest that clinicians, health services, and policymakers all play an important role in improving dental experiences for children and their families.