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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
Published on: July 31, 2017
Oral health knowledge, attitude, and practices of parents of autistic children
Razieh Meshki1, Aliye Shirdel2, Forough Bastam Moghadam3
1Department of Pediatric Dentistry, Faculty of Dentistry, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Abstract:
This research aimed to assess the knowledge, attitudes, and practices of parents with autistic children between the ages of 5 and 15 regarding their children's oral health. A cross-sectional study was conducted among 150 parents of autistic children in Ahvaz, Iran, using a researcher-designed questionnaire comprising four sections: demographic information, knowledge, attitude, and performance. The content validity was established by expert review and reliability tested through a pilot study (KR-20 coefficient for the knowledge domain; Cronbach's alpha for attitude and practice domains) with acceptable internal consistency. Each domain was assessed using a Likert scale. Data were analyzed using one-sample t-test, chi-square test, correlation analysis, and linear regression, with a significance level set at p < 0.05. Among the children, 91 (61.5%) were male; 67 (68.4%) brushed their teeth with maternal assistance; 62 (41.6%) had halitosis; and 58 (38.9%) exhibited bruxism. Moreover, 66 (44.0%) of parents believed that autism did not cause gingival disease in their children; 101 (67.3%) never used mouthwash; and 68 (57.3%) reported biannual dental visits. The mean knowledge, attitude, and performance scores were 5.58, 30.87, and 9.06, respectively. Parents demonstrated above-average knowledge and positive attitudes toward oral health, yet their practical performance remained below the expected level. Higher oral health knowledge and practice scores were significantly correlated with urban areas, higher maternal education and employed mother. Despite good knowledge and attitudes, parents' oral health practices were inadequate. Educational interventions emphasizing practical behavioral change are recommended to bridge the knowledge-practice gap.
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