The Effect of Peer Video Modeling and 3D Jaw Video Modeling Training on Oral Health and Toothbrushing Skills in Children With Autism

The Effect of Peer Video Modeling and 3D Jaw Video Modeling Training on Oral Health and Toothbrushing Skills in Children With Autism

This study was conducted to improve the oral hygiene habits of children with Autism Spectrum Disorder (ASD) and to compare the effects of peer video modeling and three-dimensional (3D) jaw model simulation methods. The research was carried out at Istanbul Hamit Ibrahimiye Special Education Practice School with a randomized controlled experimental design, involving 120 children aged 6-12 years. The participants were divided into three groups: peer video modeling, 3D jaw model simulation, and control. Data collection tools included a sociodemographic information form, oral and dental health knowledge form, plaque index, gingival index and tooth brushing evaluation forms. The study was evaluated based on assessments conducted at baseline, 1st month, 3rd month, and 6th month.

The findings of the study revealed that the peer video modeling method significantly reduced the plaque index (p < 0.05) and led to a notable improvement in tooth brushing skills. The improvement observed in the 3D jaw model simulation group was more limited. In terms of long-term effects, peer video modeling was found to have a lasting impact on children's oral hygiene habits (p < 0.01). These results indicate that peer video modeling is particularly more effective in promoting tooth brushing habits among children with ASD.

In conclusion, peer video modeling appears to be a more effective method for oral and dental health education in children with ASD. Future studies should examine its long-term effects in more detail across different age groups. In addition, developing guideline materials for parents and educators may be beneficial.

Inclusion Criteria:

• The child responds to their name when called.
• The child maintains eye contact for at least 2-5 minutes.
• The child follows simple instructions (e.g., come, sit, open-close mouth).
• The child can use at. least one reward (food, toy, or verbal).
• No sensory hypersensitivity.
• No antibiotic use in the last month.
• No additional plaque control application in the last 5 months.
• At least 20 teeth present.
• Not undergoing orthodontic treatment.
• No systemic diseases affecting oral health (e.g., Down syndrome, diabetes).
• Average intelligence level comparable to peers.
• Able to brush teeth independently.

Exclusion Criteria:

• Inability to sit in a specific place for 10 minutes.
• Refusal of physical contact (mouth, face, body).
• Severe autism (Grade 3).
• Mental retardation.
• Lack of parental consent.