Abstract
BackgroundThe oral diseases of people with disabilities are the same as those observed in the general population but occur earlier and more intensely. Primary prevention, especially toothbrushing, is at the forefront of the appropriate management of these patients. The aim of this study is to evaluate the use of a digital application on iPad® as mediator for learning toothbrushing in children with disabilities. MethodsTwelve children from a care-center were included in this preliminary study. A training program for toothbrushing was conducted, using a visual activity schedule on iPad®. Quotation grids enabled to assess the initial situation and the program efficacy over an 11-month period. ResultsThe children progressed over time in their autonomy and in their compliance during toothbrushing. Wilcoxon's analysis showed that these progresses were significant, although some steps remained more difficult to achieve. Three months after the end of the program, the children maintained their skills. ConclusionsThe integration of the iPad® as a support for visual pedagogy and learning is useful in a dental context, for children with cognitive disabilities.
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