Abstract
Teaching and research in pedodontics may be analyzed in terms of recommendations and effects of behavior strategies in clinical treatments. In teaching, the transmission is unbound to reflection; it is a learning experience disconnected from theory and systematic analysis. In this sense, in the Brazilian/international research, we verify that the pedodontics situation, due to its dynamic character, does not present an absolute control of the research variables. Both teaching and research are important neglected variables to the implementation of the procedures and analysis of results. The first objective of this communication is to discuss/contrast the results found in empirical researches and its recommendations. The effects of the variables like restrictive control, indicated by the guides and used in research, are discarded in teaching and research. It is possible to state that there are no studies in the pedodontics area that systematize an intervention procedure and that evaluate and state recommendations suitable to each pedodontic situation. The second objective is to present a preparatory procedure and its results as a viable teaching and research strategy to the establishment of coping situations. This means it is possible to conduct controlled studies and from these to suggest replicable behavior interventions, valuing the importance of the systematic analysis in applied psychology.
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