ABSTRACT
The present study was designed to compare the efficacy of "self" versus "other" video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indicated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism.
Subject(s)
Autistic Disorder/therapy , Behavior Therapy , Imitative Behavior , Social Behavior , Verbal Behavior , Video Recording , Autistic Disorder/psychology , Child , Child, Preschool , Humans , MaleSubject(s)
Child Behavior Disorders/diagnosis , Depressive Disorder , Mother-Child Relations , Adult , Child , Female , Humans , SchoolsABSTRACT
Contingent reinforcement procedures such as those used in this study appear to be a practical and effective means of reducing uncooperative child behavior during dental treatment. The cost of the equipment is modest and, as the equipment can be operated by means of a foot pedal, contingent reinforcement procedures can be implemented without interfering with ongoing activities.
Subject(s)
Audiovisual Aids , Behavior Therapy , Cooperative Behavior , Dental Care/psychology , Attention , Child , Child Behavior , Child, Preschool , Female , Humans , Male , Reinforcement Schedule , Reinforcement, Psychology , Tape RecordingABSTRACT
This study evaluates the current incidence of dental fear and avoidance in the general population. A telephone survey, using a random dialing procedure, was used as a means of data collection. Results indicated that 11.7% of the respondents reported high dental fear, and another 17.5% reported moderate dental fear. Results also disclosed that 36.5% of those surveyed had not been to the dentist in over a year. Approximately 15.5% of the respondents surveyed had some degree of dental fear and were dental avoiders (using the criterion of no dental visitation for at least one year). These findings highlight the fact that additional attention and research efforts still need to be dedicated to dealing with the highly fearful and avoidant dental patient.
Subject(s)
Dental Care/psychology , Fear , Adult , Anxiety/epidemiology , Anxiety/etiology , Attitude , Female , Humans , Male , Time FactorsSubject(s)
Child Behavior , Dental Care , Child , Child, Preschool , Dentist-Patient Relations , Humans , Social AdjustmentSubject(s)
Attitude , Dental Care/psychology , Child , Female , Humans , Male , Parent-Child Relations , Peer Group , Psychology, ChildABSTRACT
The attempt to prepare students to manage problems in their dental practices must be preceded by precise identification of specific problems. The purpose of this study was to identify such problems. A random sample of practicing dentists cited collecting fees, poor patient motivation, patient fear, and broken or cancelled appointments as their most commonly encountered patient problems. The most commonly cited auxiliary problems were retraining auxiliary personnel and poor motivation. The dentists gave support to courses addressing these topics in the third and fourth years of the dental curriculum. The survey supports the increasing emphasis on behavioral dentistry curricula and identifies the most relevant topics for such courses.
