Special care in dentistry : official publication of the American Association of Hospital Dentists, the Academy of Dentistry for the Handicapped, and the American Society for Geriatric Dentistry · 2026
Impact of Braille Booklet, Audio-Tactile Performance and Caregiver-supervised Training on Oral Hygiene Status, Knowledge, Attitude and Practices among Visually Challenged Children- A Randomized Clinical Trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Ragavane Priyadharshini, Murugappan Senthil, Kengadaran Shivashankar, Kangusamy Boopathi, Chandrasekaran Priyanga
Аннотация
AIM: To evaluate the effectiveness of braille booklet, Audio-Tactile Performance using specialized model and caregiver-supervised training based oral health education on plaque control, oral hygiene status and oral health knowledge, attitude, practices among Visually challenged children.
METHODS: A total of sixty-six visually challenged children and adolescents were randomly selected and allocated into three different groups. Group A received oral health education through braille booklet (n = 22), Group B through Audio-Tactile Performance using a specialized model (n = 22), and Group C through caregiver-supervised training (n = 22). Clinical examination was conducted using the Simplified Oral Hygiene Index (OHI-S) and gingival scores using WHO 2013 Oral Health Assessment Form for Children. A pre-validated questionnaire was used to evaluate oral hygiene knowledge, attitudes, and practices (KAP) scores at baseline, 1-month, 2-month and 3-month intervals.
RESULT: All the three groups showed statistically significant reduction in the mean OHI-S scores from 2.9± 0.6 to 1.5 ± 0.2 in the braille booklet group, 2.4 ± 0.8 to 0.9 ± 0.2 in the audio tactile performance using specialized model group and 2.7 ± 0.6 to 1.0 ± 0.26 in the caregiver-supervised training group and gingival scores reduced from (7.5 ± 1.6 to 3.0 ± 1.3, 3.4 ± 1.5 to 1.5 ± 0.9 and 7.2 ± 2.5 to 1.1 ± 1.0 respectively). Notably, the caregiver-supervised training and ATP demonstrated greater improvement in increasing the KAP scores and reducing the OHI-S and gingival scores compared to braille booklet group.
CONCLUSION: Both caregiver-supervised training and audio tactile performance using specialized model method of oral health education proved to be more effective than the braille booklet group on plaque control and improvement in the oral hygiene status, oral health knowledge, attitude and practice in oral hygiene maintenance among visually challenged children and adolescents.
METHODS: A total of sixty-six visually challenged children and adolescents were randomly selected and allocated into three different groups. Group A received oral health education through braille booklet (n = 22), Group B through Audio-Tactile Performance using a specialized model (n = 22), and Group C through caregiver-supervised training (n = 22). Clinical examination was conducted using the Simplified Oral Hygiene Index (OHI-S) and gingival scores using WHO 2013 Oral Health Assessment Form for Children. A pre-validated questionnaire was used to evaluate oral hygiene knowledge, attitudes, and practices (KAP) scores at baseline, 1-month, 2-month and 3-month intervals.
RESULT: All the three groups showed statistically significant reduction in the mean OHI-S scores from 2.9± 0.6 to 1.5 ± 0.2 in the braille booklet group, 2.4 ± 0.8 to 0.9 ± 0.2 in the audio tactile performance using specialized model group and 2.7 ± 0.6 to 1.0 ± 0.26 in the caregiver-supervised training group and gingival scores reduced from (7.5 ± 1.6 to 3.0 ± 1.3, 3.4 ± 1.5 to 1.5 ± 0.9 and 7.2 ± 2.5 to 1.1 ± 1.0 respectively). Notably, the caregiver-supervised training and ATP demonstrated greater improvement in increasing the KAP scores and reducing the OHI-S and gingival scores compared to braille booklet group.
CONCLUSION: Both caregiver-supervised training and audio tactile performance using specialized model method of oral health education proved to be more effective than the braille booklet group on plaque control and improvement in the oral hygiene status, oral health knowledge, attitude and practice in oral hygiene maintenance among visually challenged children and adolescents.