Journal of dental education · 2025
Current Orthodontic Education Status on Treating Patients With ASD and/or ADHD in North America.
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Wei Nikki, Chung Chun-Hsi, Zinn Ilana, Wolff Mark S, Li Chenshuang
Аннотация
OBJECTIVES: Autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) are associated with specific dental and behavioral attributes, particularly in children, that necessitate special attention from healthcare providers. This study examines the training provided in postgraduate orthodontic programs in North America regarding the treatment of patients with ASD and/or ADHD.
METHODS: A multiple-choice online survey was sent via Qualtrics requesting the anonymous participation of program directors/chairs of all 75 postgraduate orthodontic programs in North America.
RESULTS: The survey response rate was 38.7% with 29 complete responses. Of the respondents, only 6.9% (two) had specific protocols to treat these patients in their postgraduate clinics. Most respondents did not teach about malocclusion differences (72.4%), other dental differences (55.2%), patient behavior management strategies (37.9%), or guardian communication strategies (65.5%) for patients with ASD and/or ADHD. Of the 20 programs that treat patients with ASD and/or ADHD in their postgraduate clinics, 60.0% of the respondents reported that they do not have specific requirements for faculty member(s) who provide clinical instructions on managing these patients. For the 13 programs that offer lectures on treating patients with ASD and/or ADHD, predominantly faculty member(s) with a craniofacial fellowship or faculty member(s) with more clinical experience in this area give the lectures.
CONCLUSION: Few North American postgraduate orthodontic programs provide systematic education about treating patients with ASD and/or ADHD. There needs to be more consistency in the curriculum content. A standardized and systematic education curriculum is necessary to better prepare postgraduate trainees for treating children with ASD and/or ADHD.
METHODS: A multiple-choice online survey was sent via Qualtrics requesting the anonymous participation of program directors/chairs of all 75 postgraduate orthodontic programs in North America.
RESULTS: The survey response rate was 38.7% with 29 complete responses. Of the respondents, only 6.9% (two) had specific protocols to treat these patients in their postgraduate clinics. Most respondents did not teach about malocclusion differences (72.4%), other dental differences (55.2%), patient behavior management strategies (37.9%), or guardian communication strategies (65.5%) for patients with ASD and/or ADHD. Of the 20 programs that treat patients with ASD and/or ADHD in their postgraduate clinics, 60.0% of the respondents reported that they do not have specific requirements for faculty member(s) who provide clinical instructions on managing these patients. For the 13 programs that offer lectures on treating patients with ASD and/or ADHD, predominantly faculty member(s) with a craniofacial fellowship or faculty member(s) with more clinical experience in this area give the lectures.
CONCLUSION: Few North American postgraduate orthodontic programs provide systematic education about treating patients with ASD and/or ADHD. There needs to be more consistency in the curriculum content. A standardized and systematic education curriculum is necessary to better prepare postgraduate trainees for treating children with ASD and/or ADHD.