Evaluating oral health in children with autism to improve Oral Health using music

Phase 3

Completed

Conditions: Mental, Behavioral and Neurodevelopmental disorders,

Registration Number: CTRI/2022/10/046615

Lead Sponsor: Ramya R

Brief Summary: Autism spectrum disorder is a neurodevelopmental disorder characterized by impairments in social, communication, functional skills with restricted or repetitive behaviors.Individuals with ASD have complex oral health needs, which may be related to underlying congenital or developmental defects, as well as a lack of access to adequate personal and professional care to maintain oral health.Dental caries and periodontal diseases are the most common secondary conditions affecting people with ASD. The commonly used methods to help improve the oral health care for children with ASD includes the use of Behaviour guidance techniques, Visual pedagogy, Video modelling, Picture Exchange Communication System, yoga as an adjunct therapy, mobile-based applications, Teaching and Education of Autistic and Related Communication Handicapped Children (TEACCH), social stories and tooth brushing checklists to promote positive behaviours and communication. However a systematic review stated that Visual pedagogy is an effective method in improving and maintaining good oral health in patients with ASDs, as evidenced by improvements in Plaque index and Gingival index across all studies. Children with ASD find musical activities enjoyable due to their enhanced musical understanding. Therefore, clinicians and special educators often use musicbased activities in school settings to engage them. These activities can be nonintimidating experiences wherein a child with ASD spontaneously explores various musical instruments with the trainer joining in and copying the childâ€™s actions. children with ASD have difficulties with direct social engagement hence socially embedded group musical activities provide excellent opportunities to engage in predictable and comfortable interactions with social partners. In 2020, Yenna et al in their study used music therapy as intervention in children with ASD and ID and found that the use of music therapy increased the social skills in children. Keeping in mind that music-based interventions are particularly attractive forindividuals with ASDs and there is no research using music therapy as an interventionto improve functional skills in children with ASD. Therefore, this study is designedto assess whether music as an interventional tool, helps teach tooth brushing skills inchildren with ASD. The findings of this study may aid in improving oral hygiene inchildren with ASD.

Detailed Description: Not available

Recruitment & Eligibility

Status: Completed

Sex: All

Target Recruitment: 66

Inclusion Criteria

Children aged.
7 to 15 years with mild to moderate ASD (ISAA scale) and can follow simple verbal instructions. Children who are not using any other type of intervention currently for toothbrushing.

Exclusion Criteria

Children who underwent oral prophylaxis in the past 3 months.
Children with ASD have other co-morbidities.
Children who have been using any intervention mode to improve their tooth brushing habit.

Study & Design

Study Type: Interventional

Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
To assess the performance of tooth brushing skills.	Baseline,1 month,2 month, and 3 months.
improvement in plaque and gingival index of children with	Baseline,1 month,2 month, and 3 months.
ASD.	Baseline,1 month,2 month, and 3 months.

Secondary Outcome Measures

Name	Time	Method

Trial Locations

Locations (1): Sathya special school
🇮🇳
Pondicherry, PONDICHERRY, India
Sathya special school
🇮🇳Pondicherry, PONDICHERRY, India
Mrs Bagyalakshmi
Principal investigator
bagyalakshmi@satyaspecialschool.org