Effectiveness of a Visual-Verbal Integration Model in Training Parents and Their Preschool Children with Intellectual and Developmental Disabilities to Dispense a Pea-Sized Amount of Fluoridated Toothpaste

Autor/inn/en	Zhou, Ni; Wong, Hai Ming; McGrath, Colman
Titel	Effectiveness of a Visual-Verbal Integration Model in Training Parents and Their Preschool Children with Intellectual and Developmental Disabilities to Dispense a Pea-Sized Amount of Fluoridated Toothpaste
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 32 (2019) 3, S.657-665 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Hai Ming) ORCID (McGrath, Colman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12560
Schlagwörter	Intellectual Disability; Intervention; Dental Health; Preschool Children; Teaching Methods; Electronic Equipment; Parent Child Relationship; Developmental Disabilities; Cognitive Ability; Visual Learning; Verbal Learning + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Zahnärztliche Versorgung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Elektronisches Gerät; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Entwicklungsstörung; Denkfähigkeit; Visual education; Visuelles Lernen; Verbales Lernen
Abstract	Background: A visual-verbal integration model (VVIM) was used to train parents and their children with intellectual and developmental disabilities (IDD) to dispense a pea-sized amount of fluoridated toothpaste, aiming to balance the occurrence of dental caries and fluorosis. Method: Participants were 370 pairs of IDD preschool children and their parents. A two-phase pre-post-intervention study was performed. The weight of toothpaste was calculated by a portable electronic compact balance. Results: A quarter of parents and <20% children dispensed the appropriate amount at baseline. Almost 85% parents and 50% children achieved the pea-sized amount after intervention. Half of the children continued to use the recommended toothpaste amount after 6 months. Children with higher intellectual functioning and conceptual skills were more likely to dispense the pea-sized amount of toothpaste. Conclusions: Visual-verbal integration model training had a desired impact on parents' toothpaste-dispensing performance. Children with higher adaptive skills may benefit from VVIM training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01