Tell-Show-Do技术对儿童口腔治疗首次就诊合作程度的影响

The effect of Tell-Show-Do skill on the first treatment in children patients with oral disease

目的探讨Tell-Show-Do技术对儿童口腔治疗首次就诊合作程度的影响。方法对2010年6月至2012年6月就诊于中山大学附属口腔医院的儿童患者,根据年龄分为学龄前(4～6岁)和学龄期(7～9岁)患儿各250例,并分为实验组和对照组。实验组的学龄前和学龄期儿童实验组均采用Tell-Show-Do法,对照组采用常规法分析行为诱导法对患儿牙科诊治过程中的影响。结果学龄前儿童牙科诊疗行为特点有较大的年龄差异,治疗过程中以消极拒绝反应型居多(67.3%),学龄期儿童以有条件合作型居多(71.5%)。学龄前和学龄期儿童实验组治疗采用行为诱导技术,结果显示两个年龄阶段实验组儿童的Corah′s口腔焦虑症评分(CDAS)值均明显下降,治疗前后及与对照组比较差异均有统计学意义(P<0.05)。结论年龄是决定学龄前儿童牙科诊疗行为特点及治疗方法的重要因素。行为诱导对学龄前和学龄期患儿的首诊合作有明显的积极作用。Tell-Show-Do法是一种广泛适合学龄前儿童必要的干预措施,值得加强和重视其在临床中的推广和应用。

Objective To estimate the impact of Tell-Show-Do skill on the cooperation of Children＇s first visiting. Methods 250 preschool （4-6 years old） and school-age （7-9 years old） children with caries from June 2010 to June 2012 were randomly divided into experimental and control group. The children in experimental group were treated with behavior management method and the children in control group were treated with the conventional method. The effects of behavior management on the cooperation of the patients were analyzed. Results In the control groups, there was reject reaction in most of preschool children （67.3%） and conditional cooperation in school-age children （71.5%）. However, the （Corah＇s Dental Anxiety Scale, CDAS） CDAS values in the experimental groups were significantly decreased both in preschool children and school-age children （P 〈 0.05） and were lower compared to those in the control groups （P 〈 0.05）. Conclusion Age is an important factor to affect preschoolers＇ behavior characteristics and dental treatments. The behavior management has positive effects on the cooperation of preschool and school-age children in their first treatment and in preschool age children. It can be widely spreaded in the future clinical treatment.