Preliminary Results of an Interdisciplinary Behavioral Program to Improve Access to Preventative Dental Care for Adults With Intellectual and Developmental Disabilities.

IF 1.7 3区医学 Q2 EDUCATION, SPECIAL Intellectual and Developmental Disabilities Pub Date : 2022-12-01 DOI:10.1352/1934-9556-60.6.504

John C Berens, Loukia Tsami, Dorothea C Lerman, Marissa Matteucci, David F Fray, Ben F Warner, Laura A Keehan, Kristen A Staggers, Cynthia Peacock

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引用次数: 1

Abstract

Adults with intellectual and developmental disabilities (AIDD) experience significant oral health disparities, partially due to perceived behavioral issues. This article describes the preliminary outcomes of a developing interdisciplinary (dental, medical, behavioral) program involving a behavioral intervention for AIDD previously receiving preventative dental care with sedation, general anesthesia, or protective stabilization (SAS). After a baseline assessment, a board-certified behavior analyst implemented increasingly complex behavioral interventions during simulated dental visits. Prior to COVID-19 pandemic-related restrictions, there were 32 active participants; 15 (46.9%) successfully completed a focused, real dental exam with simple behavioral interventions and 17 (53.1%) remain in treatment. These preliminary results suggest that many AIDD previously receiving SAS may participate in a preventative dental exam with minimal behavioral supports, if given the opportunity.

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一个跨学科行为计划的初步结果，以改善获得预防性牙科护理的成人智力和发育障碍。

患有智力和发育障碍(AIDD)的成年人经历了显著的口腔健康差异，部分原因是由于感知到的行为问题。这篇文章描述了一个正在发展的跨学科(牙科、医学、行为)项目的初步结果，该项目涉及对艾滋病患者进行行为干预，这些患者先前接受了镇静、全身麻醉或保护性稳定(SAS)的预防性牙科护理。在基线评估后，董事会认证的行为分析师在模拟牙科就诊期间实施越来越复杂的行为干预。在COVID-19大流行相关限制之前，有32名积极参与者;15人(46.9%)通过简单的行为干预成功完成了重点牙科检查，17人(53.1%)继续接受治疗。这些初步结果表明，如果有机会，许多先前接受SAS治疗的艾滋病患者可以在最小的行为支持下参加预防性牙科检查。

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来源期刊

Intellectual and Developmental Disabilities Multiple-

CiteScore

2.60

自引率

11.10%

发文量

期刊介绍： Intellectual and Developmental Disabilities is dedicated to meeting the information needs of those who seek effective ways to help people with mental retardation. The journal reports new teaching approaches, program developments, administrative tools, program evaluation, service utilization studies, community surveys, public policy issues, training and case studies, and current research in mental retardation. Intellectual and Developmental Disabilities is a peer-reviewed journal whose consulting editors represent a broad spectrum of settings: universities, research centers, public and private residential care facilities, and specialized community service agencies.