Visual pedagogy in dentistry for children with autism

Abstract

The aim of the present study is to present and evaluate a model based on visual pedagogy for the introduction of dentistry to preschool children with autism. The model is based on the knowledge that it is easier for these children to communicate via pictures than via words. A book has been produced with distinct color-prints describing every step when visiting the dentist. The project has been designed in cooperation with the multi-professional team involved with the children. A total of sixteen children with autism participated in the project. Evaluation was done after 1.5 years. The ability of the children to cooperate is compared with that of sixteen children with autism of the same ages who were not treated with this method. The capacity of the children in the project to cooperate during dental treatment is superior to that of the control-children. Visual pedagogy is a way of introducing dentistry to children with autism.