Effectiveness of a visual‐verbal integration model in training parents and their preschool children with intellectual and developmental disabilities to dispense a pea‐sized amount of fluoridated toothpaste

Abstract

Background: A visual‐verbal integration model (VVIM) was used to train parents and their children with intellectual and developmental disabilities (IDD) to dispense a pea‐sized amount of fluoridated toothpaste, aiming to balance the occurrence of dental caries and fluorosis.

Method: Participants were 370 pairs of IDD preschool children and their parents. A two‐phase pre‐post‐intervention study was performed. The weight of toothpaste was calculated by a portable electronic compact balance.

Results: A quarter of parents and <20% children dispensed the appropriate amount at baseline. Almost 85% parents and 50% children achieved the pea‐sized amount after intervention. Half of the children continued to use the recommended toothpaste amount after 6 months. Children with higher intellectual functioning and conceptual skills were more likely to dispense the pea‐sized amount of toothpaste.

Conclusions: Visual‐verbal integration model training had a desired impact on parents’ toothpaste‐dispensing performance. Children with higher adaptive skills may benefit from VVIM training.