Decreasing disruptive behaviour during routine dental visits: a video modelling intervention for young children

Abstract

To evaluate the benefits of a collaborative partnership between paediatric dentists and behavioural health providers in which a practical video modelling intervention, with the aim to reduce disruptive behaviours in young children, is implemented. The video was created by a dentist using readily available technology and implemented in a busy practice setting. A clinical sample of 40 children, 3-6years old, was recruited from a continuous sample of patients seen at the clinic. Participants were randomised into two groups and shown either the brief video model or a control video prior to a routine dental visit. All sessions were videotaped and independently scored by blinded observers. Behavioural data were recorded using 15-second partial-interval recording and included physical and vocal disruptions. Subjective measures of cooperation were also completed by observers and dental professionals. Independent samples t-tests show that the treatment group had a significantly lower mean percentage of intervals in which disruptive behaviour was observed [t(38)=2.94, P=0.008] compared with the control group. Subjective rating scales revealed significantly higher ratings of cooperation for the treatment group from the dentist [t(38)=-5.19, P=0.000], the dental assistant [t(38)=-4.01, P=0.001] and the blinded coder [t(38)=-3.54, P=0.002]. Significant relationships were found between the percentage of actual disruptive behaviour and subjective ratings of the dentist (r=-0.82, P<0.01). Watching a brief dentist-created video model of expected procedures can reduce disruptive behaviour and increase cooperation for young children making their first visit to a busy medical setting.