Effect of the Tell-Show-Do Technique on Dental Anxiety During Local Anesthesia Administration in School-Aged Children

This completed interventional study was designed to evaluate the effect of the tell-show-do behavior guidance technique on dental anxiety during local anesthesia administration in school-aged children. The behavioral intervention consisted of introducing the syringe and related injection equipment to the child before local anesthesia administration using the tell-show-do technique.

Eligible participants were children aged 5 to 7 years who presented to the faculty pediatric dentistry clinic and required dental treatment involving buccal infiltration local anesthesia. Children were included if no previous dental treatment involving injection had been performed, no urgent dental treatment was required, and no special health care needs were present. Participation was based on parental informed consent.

The study followed a controlled within-subject interventional design with two exposure conditions. Each participant attended an initial adaptation appointment followed by two treatment appointments involving local anesthesia. During the adaptation appointment, a preventive dental procedure not requiring injection, such as fissure sealant application, fluoride application, or prophylaxis, was performed to familiarize the child with the dental setting.

At the end of the adaptation appointment, baseline trait dental anxiety was assessed using the Human Figure Drawing scale after the child was asked to draw a child receiving dental treatment in a clinic. Parent-reported child dental fear was assessed using the Children's Fear Survey Schedule-Dental Subscale. Parental dental anxiety was assessed using the Modified Dental Anxiety Scale and the Dental Anxiety Inventory Short Form. The child's behavior during dental treatment was evaluated using the Frankl Behavior Scale.

Participants were assigned to one of two intervention sequences. In one sequence, the tell-show-do intervention was applied during the second appointment, and the hidden-instrument condition was applied during the third appointment. In the other sequence, the hidden-instrument condition was applied during the second appointment, and the tell-show-do intervention was applied during the third appointment. In this design, each child served as an internal control.