Educative intervention to help permanent first molar´s health, in mentally retarded children

Abstract

Introduction: the partial, total, or loss of the first permanent molars has a negative impact on maxillofacial development and growth. To avoid it, proper oral hygiene is essential.

Objective: to evaluate the effectiveness of an educational intervention to modify practices that are detrimental to the health of the first permanent molar in children with mental retardation.

Methods: a quasi-experimental study was carried out in children with mental retardation, enrolled in the Special School "Nguyen Van Troi" of Camagüey municipality, during the period from September 2016 to March 2017. It worked with a population of 26 children with mild and moderate mental retardation, who did not present hearing or visual disorders, whose parents or guardians signed the informed consent for their participation in the research. The research consisted of three stages: diagnosis, educational intervention and evaluation. Ethical principles were met

Results: 65,38 % had first permanent molars in satisfactory condition and 34,62 % unsatisfactory. Before the intervention, 69,23 % had poor levels of information about oral health, oral hygiene in 76,92 % was poor, and in 23,10 %, regular. Afterwards, 38,46 % registered good levels of information, 46,15 % regular, and 15,38 % bad. Oral hygiene was good in 26,92 %of the children, regular in 50,00 % and poor in 23,08 %. Of these last, four presented levels of information classified as bad.

Conclusions: the educational intervention was effective in modifying practices harmful to the health of the first permanent molar in children with mental retardation