Comparative Evaluation of Visual Pedagogy Versus Conventional Behavior Management Techniques in Improving Oral Hygiene Among Children with Autism Spectrum Disorder
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Abstract
Background:
Children with Autism Spectrum Disorder (ASD) often face challenges in maintaining oral hygiene due to behavioral, sensory, and communication difficulties. Conventional behavior management techniques are widely used but may have limited effectiveness in this population. Visual pedagogy, which utilizes structured visual aids, has emerged as a promising alternative.
Aim:
To comparatively evaluate the effectiveness of visual pedagogy versus conventional behavior management techniques in improving oral hygiene among children with ASD.
Materials and Methods:
This randomized controlled study included 100 children aged 6–12 years diagnosed with ASD, divided into two groups of 50 each. Group A received oral hygiene training using visual pedagogy tools such as picture charts, social stories, and video modeling, while Group B was managed using conventional techniques including tell-show-do and positive reinforcement. Interventions were conducted twice weekly for 4 weeks. Oral hygiene status was assessed using Plaque Index and Gingival Index at baseline, 1 month, and 3 months. Statistical analysis was performed using appropriate tests with significance set at p < 0.05.
Results:
Both groups showed significant improvement in plaque and gingival scores over time (p < 0.001). However, Group A demonstrated significantly greater reduction in scores at 1 month and 3 months compared to Group B (p < 0.001). Stata analysis confirmed a strong statistical association favoring visual pedagogy, with higher effectiveness in improving oral hygiene outcomes.
Conclusion:
Visual pedagogy was more effective than conventional behavior management techniques in improving oral hygiene among children with ASD. Its structured and visually guided approach enhances compliance and learning. Therefore, visual pedagogy can be recommended as an effective strategy in managing oral hygiene in children with ASD.