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To cite this article: Lilia Doichinova, Natalia Gateva & Krasimir Hristov (2019) Oral hygiene
education of special needs children. Part 1: children with autism spectrum disorder, Biotechnology
& Biotechnological Equipment, 33:1, 748-755, DOI: 10.1080/13102818.2019.1615846
CONTACT Lilia Doichinova ldoitchinova@abv.bg Department of Pediatric Dental Medicine, Faculty of Dental Medicine, Medical University of Sofia,
Sofia, Bulgaria
Supplemental data for this article is available online at https://doi.org/10.1080/13102818.2019.1615846.
ß 2019 The Author(s). Published by Taylor & Francis Group on behalf of the Academy of Forensic Science.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
BIOTECHNOLOGY & BIOTECHNOLOGICAL EQUIPMENT 749
Figure 1. The PECS images in the educational programme for oral hygiene.
the Ethics Commission for Research at the Medical To educate the children in the principles of oral
University of Sofia (KENIUMUS). hygiene, we used a picture system for non-verbal
communication Picture Exchange Communication
System (PECS) for a boy/girl, due to the fact that most
Oral hygiene training
children were non-verbal. For this purpose, pictures
A 1-year oral hygiene training programme was showing the daily routine of the child were drawn,
applied. The programme was based on a picture sys- arranged in a strict order representing the sequence
tem showing the sequence of actions involved in of actions involved in tooth brushing (Figure 1).
maintaining oral hygiene. The level of oral hygiene In the oral hygiene education programme, the aut-
was assessed through the Silness & Lo €e index [5]. istic children received instructions by the dentist but
Children were given the opportunity to demonstrate their parents were also involved. The programme
the way they performed their oral hygiene, taking into included the help of the parents, who received train-
account the state, time and type of toothbrushing ing about the purpose of the oral hygiene programme
movements used. and their role in it. The parents were instructed to
750 L. DOICHINOVA ET AL.
work with the child at home very patiently. Individual Statistical analysis
work at home provides the opportunity for the child
Mean values and standard deviations (SD) were calcu-
to learn and perceive faster. It was explained that the
lated for each of the eight visits. The nonparametric
introduction of knowledge has to be done very slowly,
tests of Kruskal–Wallis and Mann–Whitney were also
step by step, with self-care and special work to mem-
used. The results were analysed using IBM SPSS
orize the events that happen during the day, as well
Statistics 20 (IBM Corp., Armonk, NY).
as to consolidate the order of actions in maintaining
oral hygiene.
Additional materials were also used. These included
motivational toys, cartoons and slides, colour posters, Results and discussion
a set of pictures for each child, and written instruc- The oral hygiene assessment performed using the
tions for parents to follow the scheme at home. Silness & Lo€e oral-hygiene index (OHI) [5] showed that
The tell–show–do technique was used during the among the children included in this study, there were
education. Since autistic children learn very well by no children with good oral hygiene. The children with
imitation, the ‘Just Like Me’ technique was also
poor oral hygiene predominated (93.3%) and only a
applied, as parents, brothers, sisters or animated char-
few children had fairly good oral hygiene (6.7%). This
acters show how they brush their teeth. An additional
fact is very indicative of the enormous difficulties
physical stimulus was used in the children’s education
these children and their parents have in implementing
with the child’s hands directed by the parent/family
oral hygiene care due to the specificity of the neuro-
member to perform a certain action. Every successful
mental disorder.
stage was encouraged with praise. For successful
The duration of the oral hygiene in children with
results, children must constantly be praised for the
autism is presented in Figure 2. The results showed
slightest success. The more generous the praise, the
that half of the children brushed their teeth for less
greater the likelihood of the child performing the
action. Smiles were a compulsory element of the non- than a minute and the rest, within the range of one
verbal way of encouraging the child. As the training to two minutes. This might be due to the hyperactivity
progressed, physical assistance, visual incentives and of part of the children, the difficulties in placing a
verbal commands were gradually withdrawn, and an brush and toothpaste in the mouth caused by the
attempt was made to teach the child to use dental increased sensitivity of the face and oral cavity, and
floss fixed to a holder. Pictures were provided to help refusal to perform oral hygiene.
follow the instructions. The oral hygiene habits of the children with autism
The final goal of the training was for each child to included in this study are presented in Figure 3. More
be able to complete the entire series of oral hygiene than half of the children brushed their teeth once a
activities when he/she received the ‘Brush your teeth’ day, others did it rarely during the week, and a small
instruction. part of them maintained their oral hygiene twice a
The method of visual pedagogy was also used day. These data showed that the frequency of oral
through PECS, respecting the principles of graduation, hygiene was at an unsatisfactory level, which once
support and positive emotion. again indicates the difficulties the parents and the
BIOTECHNOLOGY & BIOTECHNOLOGICAL EQUIPMENT 751
specialists working with these children have in build- significant. This can be explained by the fact that chil-
ing useful skills and habits. dren become bored of the oral hygiene procedure
The ways to perform oral hygiene in children with very quickly, and they also experience difficulties in
autism are shown in Figure 4. The data showed that properly following the instructions of the parents, who
most children brushed their teeth with someone else’s are the main trainers in this process.
help. In other cases, the parents performed the oral Advancing through the subsequent observation
hygiene care, while some of the children performed periods, the children showed a slow trend towards
their oral hygiene independently, but under supervi- improvement of the oral hygiene. This trend persisted
sion by the parents or a family member. This requires until the end of the programme, although there were
active work on building independence in performing no statistically significant differences between the
oral care, which will make the children less reliant on index values at any two successive points in time.
help in their daily routine. However, when comparing with the baseline oral
The observation of the tooth brushing techniques hygiene status, we observed improvement as early as
in children with autism showed, that the children used the third month, and this effect was statistically signifi-
horizontal (83%) and circular (17%) movements. This cant. Further, the statistical analysis showed that the
requires active work to train and motivate the children oral hygiene index was significantly improved at the
to form appropriate skills for maintenance of ninth and the twelfth months (Figure 5) of the pro-
oral hygiene. gramme as compared to the baseline status, too.
For the one-year study period, the oral hygiene sta- Overall, the obtained results may be considered sat-
tus showed statistically significant improvement com- isfactory. During the training and observation period,
pared to the baseline OHI (Table 1). One week after a number of characteristics of the children’s behaviour
the first training, there was a slight decrease in the which could explain the obtained results were taken
OHI value, but the difference was not statistically into account. Most of the children have a moderate
752 L. DOICHINOVA ET AL.
Table 1. jHI of children with autism during the oral hygiene educational programme.
Baseline After After After After After After After
Children with autism, N ¼ 30 OHI index 1 week 2 weeks 4 weeks 1 month 3 months 6 months 12 months
Mean 2.29 2.23 2.16 2.07 2.03 1.95 1.88 1.79
Standard error 0.05 0.05 0.04 0.06 0.06 0.06 0.07
Standard deviation 0.26 0.25 0.24 0.31 0.36 0.35 0.36
Comparison in dynamics with the previous OHI p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05
Comparison with the baseline OHI p > 0.05 p > 0.05 p > 0.05 p > 0.05 t ¼ 2.2 t ¼ 2.4 t ¼ 2.4
p < 0.05 p < 0.05 p < 0.05
Figure 5. Comparison between the state of oral hygiene at the beginning and at the end of the one-year training programme.
level of function and needed a significant level of practice. This is illustrated in the Supplemental video
training, help and close observation by their parents. (see Supplementary materials).
Their behaviour varied widely, from full co-operation The obtained results are promising in the context
to formal implementation of training instruction or of the scarcity of oral health studies in autistic chil-
firm refusal. Some of them showed anxiety to varying dren. The complexity of impairment in ASD makes
degrees. Most of the children reached a brief period dental clinical examination and treatment very diffi-
of concentration of attention during the training, but cult. Children with ASD exhibit several behavioural
that was very unstable and rapidly changing. symptoms [2] and may have additional risk factors
Inadequate listening abilities were also observed. specific to their disorder [6–8]. Some of these factors
A number of difficulties were observed throughout may contribute to poor oral hygiene. Dentists often
the entire implementation of the oral hygiene pro- rely on verbal communication for behaviour manage-
gramme. The instructions were memorized mechanic- ment. However, treatment by dental practitioners that
ally and for a short time. The children had difficulty relies on verbal communication is usually not as effi-
applying what they had learned in practice. The strong cient for children with ASD because of their general
reaction to touch in some of them made it difficult to condition. Therefore the prevention of oral diseases is
‘penetrate’ the oral cavity. Some of the children expe- essential [9, 10].
rienced a skill breakdown, and we began work to The efforts of the dental team and the parents of
restore their achievements. This slow and difficult pro- children with ASD should be directed to maintaining
cess of steps forward and backward in the children’s good oral hygiene, diet and all other preventative pro-
progress required a lot of patience and conviction cedures. These goals are extremely difficult to achieve,
that the children will eventually prove receptive to but parents and all caregivers must actively participate
training although some may need much more time to and assist in this process [11–15].
acquire the necessary knowledge and skills. Many children with special care needs have poorer
The results obtained showed that maintaining oral oral health compared to healthy children, since there
hygiene in autistic children is a serious problem are a number of barriers which make it difficult for
because they cannot effectively brush their teeth due them to receive adequate dental help [16–18]. Stein
to the difficulties in understanding the concept of et al. [19–21] indicate that sensory hypersensitivity
maintaining good oral hygiene and putting it into and non-cooperative behaviour in the dental office are
BIOTECHNOLOGY & BIOTECHNOLOGICAL EQUIPMENT 753
important factors in children with ASD preventing accept physical contact with people easily, such as
them from receiving adequate oral care [21]. This was hugs, caress and kisses. In the therapeutic sessions,
also observed in our patients (see the Supplemental the patient swims and plays with dolphins, performing
video, Supplementary materials). Poor oral hygiene is various tasks to improve hand and eye coordination,
one of the risk factors in children with ASD. Maintaining fine motor skills, cognitive development or verbal
oral hygiene in autistic patients is a problem. They often response [33]. Supporters of this form of therapy see
do not tolerate any ‘penetration’ into their mouth, even it as very attractive and believe it to be very useful;
with a toothbrush [22]. In cases of limited cognitive abil- however, there have been skeptic views as well
ities of patients, it is even more difficult to develop sta- [33–37]. According to the parents of our patient who
ble oral hygiene habits [22]. That is why the behaviour underwent DT, the results achieved after this therapy
problems of children with ASD during the dental visit were satisfactory, although it is difficult to determine
are considered the biggest barrier to dental practitioners the extent to which DT may have contributed to the
[18, 23–25]. child’s oral hygiene skills in particular. In our video, we
The question of the oral hygiene of children with see a serious improvement in the child’s ability to
autism is widely discussed and remains open because brush his teeth on his own for most of the time (see
of some conflicting results reported by different the Supplemental video, Supplementary materials).
authors. The results for the oral hygiene status in chil- The oral hygiene status studies for children with
dren with autism are largely controversial, varying from disabilities are few. Some of them examine the change
very good to very poor. Several studies have reported in the oral hygiene status for a longer period of time.
good oral hygiene in participants with ASD [9, 26–28], Nowak [38] commented on the difficulties in improv-
but others have indicated poor oral hygiene [29–32], ing the oral hygiene of children with special needs.
which was also supported by our results. Pilebro and B€ackman [39] assessed the oral hygiene of
Problems in the training of children with autism in children with autism from 5 to 13 years using the
oral hygiene indicate their stereotypical behaviour and Silness & Lo €e index [5]. The authors did not conduct
their inadequate skills in tooth brushing and poor training but relied on the images of the training sys-
knowledge of oral hygiene [30]. Our observations tem that parents used at home. After 18 months, most
showed that the autistic children included in our study parents said that maintaining oral hygiene was easier,
were not able to brush their teeth effectively because as a result of improved children’s hand skills. The con-
of the difficulty they had in becoming aware of and clusion drawn by the authors that visual pedagogy
applying their knowledge in practice. was a very useful learning method [39] was also con-
Studies have shown that reduced upper limb firmed by the results from our study.
coordination leads to difficulties in maintaining opti-
mal oral hygiene in children with ASD [30–32]. This
was also confirmed by our results, as we identified Conclusions
uncertain and clumsy motions and poor muscle coord- The implementation of the training programme
ination in conducting oral hygiene. improved the oral hygiene in autistic children, but
Our results showed that training and maintaining very slowly, with the introduction of knowledge grad-
oral hygiene in children with autism is a serious ually, step by step, and after many repetitions. Our
problem. Other reasons for this were: limited commu- results showed that the non-verbal communication
nication ability; short-term concentration and unsus- picture system PECS was a suitable visual method for
tainable attention; inability to understand information teaching oral hygiene to children with autism, who
and rapid boredom. One possible – although presently have difficulty in social interaction, verbal and non-
disputable – approach to help improve the perform- verbal communication. Dentists need to show good
ance of ASD children is dolphin-assisted therapy understanding for the difficulties ASD children meet in
(DAT). DAT was provided for one of our patients (see their training and communication with others, and
the Supplemental video, Supplementary materials). have to work with patience to structure the children’s
DAT has been used to treat patients with autism, men- behaviour in cases where the parents are seeking
tal retardation and cerebral palsy for more than prophylactic or dental treatment.
25 years [33]. Advocates of DAT support the choice of
dolphins based on the positive image of these mam-
mals, which are extremely intelligent, communicative Disclosure statement
and curious. They are easily trained, love to play and No potential conflict of interest was reported by the authors.
754 L. DOICHINOVA ET AL.
[36] Marino L, Lilienfeld SO. Dolphin-assisted therapy: [38] Nowak AJ. Patients with special health care needs in
more flawed data and more flawed conclusions. pediatric dental practices. Pediatr Dent. 2002; 24:
Anthrozoos. 2007; 20:239–249. 227–228.
[37] Fiksdal BL, Houlihan D, Barnes AC. Dolphin-assisted [39] Pilebro C, B€ackman B. Teaching oral hygiene
therapy: claims versus evidence. Autism Res Treat. to children with autism. Int J Paediatr Dent. 2005;
2012;2012:839792. 15:1–9.
HUBUNGAN PERAN KELUARGA DENGAN KETERAMPILAN
MENGGOSOK GIGI ANAK RETARDASI MENTAL DI SLBN UNGARAN
Dwi Setiawati
ABSTRACT
Background : Mental retardation skills in tooth brushing are different from children
their age. The delay in a mental retardation child affects his ability in health care. To
reduce dependency on hygiene and health care, requiring more family roles and more
frequent training.
Research Objective : To determine the correlation between families role and tooth
brushing skills in mental retardation children at SLBN Ungaran.
Methods : This was a descriptive-correlative study with cross sectional approach.
Sampling technique used total sampling. The population in this research were mental
retardation children aged 8-12 years at SLBN Ungaran as many as 47 people. The role
of parent was measured by using questionnaire and tooth brushing skills measured by
using check list. Data analysis used stastistical tests chi square with significance level
(0,05).
Results : No significant correlation between families role and tooth brushing skills in
mental retardation children at SLBN Ungaran. p value 0,291 (>0,05)
Suggestion : For SLBN Ungaran contributed consistenly and gave support in education
which is increasing services and to defend the learning process of self maintance that
have been existed.
Latar Belakang : Keterampilan menggosok gigi pada anak retardasi mental berbeda
dengan anak seusianya. Adanya keterlambatan pada anak retardasi mental
mempengaruhi dirinya dalam kemampuan memelihara kesehatan. Untuk mengurangi
ketergantungan dalam pemeliharaan kebersihan dan kesehatan, membutuhkan peran
keluarga yang lebih banyak dan latihan yang lebih sering.
Tujuan Penelitian : Untuk mengetahui hubungan peran keluarga dengan keterampilan
menggosok gigi anak retardasi mental di SLBN Ungaran.
Metode : Desain penelitian deskripsi korelasional, dengan pendekatan cross sectional.
Tehnik pengambilan sampel menggunakan total sampling. Populasi dalam penelitian ini
yaitu anak retardasi mental umur 8-12 tahun di SLBN Ungaran sebanyak 47 orang. Alat
ukur penelitian yaitu kuesioner peran orangtua dan keterampilan menggosok gigi diukur
menggunakan check list. Analisis data menggunakan uji statistik chi square dengan
taraf signifikan (0,05).
Hasil : Tidak ada hubungan antara peran keluarga dengan keterampilan menggosok gigi
anak retardasi mental di SLBN Ungaran. Didapatkan nilai p value 0,291 (>0,05)
Saran : Bagi SLBN Ungaran tetap berkontribusi memberikan dorongan berupa
pendidikan dengan meningkatkan pelayanan pendidikan serta mempertahankan
pembelajaran bina diri yang sudah ada.
ABSTRACT
Intellectual disability is a group of children with impaired intellectual function below an average of 70
or lower. This group experienced problems in terms of self-development skills such as tooth brushing.
Tooth brushing is an activity the mechanical removal of from food scraps, germs and plaque. Growing
and developing independence of children with intellectual disability was influenced by the role of
parents. Parents who have a role as basic of children behavior was contributed to process child growth.
This study aims to determine the relationship of parental role to the tooth brushing skill in intellectual
disability children.
This research method is analytic survey and used cross sectional design. Sampling technique using
total sampling. The population in this research is intellectual disability children in SLB Pamardi
Putra Banguntapan Bantul Yogyakarta as many as 30 people. The role of parent was measured using
questionnaire and tooth brushing skills measured using check list (from Special Care Advocates in
Dentistry (SAID) Guidelines, 1995). Data analysis using Spearman correlation with significance level
(0,05). The result of this research is p = 0.185 (> 0.05), it shows that there is no significant correlation
between parent role to oral and brushing skills in intellectual disability children in SLB Pamardi Putra
Banguntapan Yogyakarta.
ABSTRAK
Disabilitas intelektual merupakan kelompok anak yang mengalami gangguan fungsi intelektual
dibawah rata-rata antara 70 atau lebih rendah. Kelompok ini mengalami permasalahan dalam hal
keterampilan bina diri seperti menyikat gigi. Menyikat gigi merupakan kegiatan yang dilakukan secara
mekanik untuk menghilangkan sisa makanan, kuman dan plak. Pertumbuhan dan perkembangan
kemandirian anak disabilitas intelektual dipengaruhi oleh peran orang tua. Orang tua yang memiliki
peran sebagai peletak dasar perilaku anak memberikan andil terhadap proses tumbuh kembang anak.
Penelitian ini bertujuan untuk mengetahui hubungan peran orang tua terhadap keterampilan menyikat
gigi dan mulut pada anak disabilitas intelektual.
Metode penelitian yaitu survei analitik dan rancangan yang digunakan yaitu cross sectional. Tehnik
pengambilan sampel menggunakan total sampling. Populasi dalam penelitian ini yaitu anak disabilitas
intelektual di SLB Pamardi Putra Banguntapan Bantul Yogyakarta sebanyak 30 orang. Alat ukur
penelitian yaitu kuesioner peran orang tua dan keterampilan menggosok gigi diukur menggunakan check
list (dari pedoman Special Care Advocates in Dentistry (SAID), tahun 1995). Analisis data menggunakan
korelasi Spearman dengan taraf signifikansi (0,05). Hasil penelitian didapatkan nilai p = 0.185 (>0.05),
hal ini menunjukkan bahwa tidak terdapat hubungan antara keterampilan menyikat gigi dan mulut
pada anak disabilitas intelektual di SLB Pamardi Putra Banguntapan Yogyakarta.
Kata Kunci: Disabilitas Intelektual; Keterampilan Menyikat Gigi dan Mulut; Peran Orang Tua.
53
| VOL 7, NO.1, DESEMBER 2017; 40-52
54
LENY PRATIWI DAN ARIE SANDY PERAN ORANG TUA TERHADAP KETERAMPILAN
MENYIKAT GIGI DAN MULUT PADA ANAK DISABILITAS INTELEKTUAL
Risiko terhadap penyakit gigi dan mulut alat tulis. Analisis data menggunakan Korelasi
yang tinggi pada kelompok anak disabilitas Spearman dengan nilai signifikansi (0,05).
intelektual diperlukan upaya pencegahan
yang efektif untuk mengurangi risiko. Kegiatan HASIL DAN PEMBAHASAN
menyikat gigi sebagai salah satu upaya Hasil penelitian ini didapatkan
pencegahan yang murah dan mudah dilakukan. karakteristik orang tua subyek penelitian yaitu
Keterlibatan orang tua dan pengasuh dalam 44,8% usia pada rentang 41-45 tahun, latar
melatih keterampilan menyikat gigi dan belakang pendidikan 34% orang tua lulusan
mulut memiliki peran tersendiri dalam hal ini. SMA (Sekolah Menengah Atas) serta pekerjaan
Berdasarkan latar belakang tersebut peneliti sebagian besar 76% sebagai wiraswasta.
menjadi tertarik untuk mengkaji lebih dalam Responden sebagian besar berjenis kelamin
peran orang tua terhadap keterampilan laki-laki 65% dan pada rentang usia 10-13
menyikat gigi dan mulut pada anak disabilitas tahun. Gambaran peran orang tua terhadap
intelektual. Penelitian ini dilakukan di SLB keterampilan menyikat gigi dan mulut anak
Pamardi Putra yang terletak di daerah disabilitas intelektual (terlihat di Gambar 1).
Banguntapan Bantul Yogyakarta.
METODE
Jenis penelitian ini yaitu survei analitik, dan
rancangan yang digunakan yaitu cross sectional.
Penelitian ini telah mendapatkan persetujuan
dari Tim Etik Penelitian Fakultas Kedokte
ran Gigi UGM No.345/KKEP/FKG-UGM/
EC/2012. Pengambilan sampel menggunakan
Total Sampling. Populasi penelitian ini Gambar 1. Grafik Peran Orang Tua Terhadap
yaitu seluruh anak disabilitas intelektual Keterampilan Menyikat Gigi dan Mulut Anak
di SLB Pamardi Putra Banguntapan Bantul Disabilitas Intelektual
Yogyakarta sebanyak 30 anak. Kriteria subyek
dalam penelitian ini yaitu anak disabilitas Gambar 1 menunjukkan bahwa dari hasil
intelektual ringan dan sedang (mampu didik penilaian peran orang tua anak disabilitas
dan mampu latih), tidak mengalami kecacatan intelektual di SLB Pamardi Putra Banguntapan
ekstremitas atas dan bawah serta kebutaan, Bantul Yogyakarta sebagian besar sebanyak
tinggal dirumah tidak tinggal di asrama. Alat 76% pada kategori sedang. Sebanyak 7% orang
ukur penelitian yaitu kuesioner peran orang tua tua memiliki peran pada kategori kurang.
dan untuk mengukur keterampilan menggosok
gigi yaitu check list (dari pedoman Special Care
Advocates in Dentistry (SAID), tahun 1995).
Nilai keterampilan menggosok gigi dapat
dibedakan dalam tiga kategori yaitu: kategori
buruk 0-46, kategori sedang 47-92, kategori
baik 93-138. Nilai yang diperoleh dibuat
berdasarkan penilaian acuan patokan (PAP)
yaitu menentukan nilai tertinggi dan terendah
(Subekti dan Firman, 1986). Alat dan bahan Gambar 2. Grafik Keterampilan Menyikat Gigi
penelitian yang digunakan yaitu sikat gigi, dan Mulut Anak Disabilitas Intelektual
pasta gigi, gelas kumur, lembar kuesioner dan
55
| VOL 7, NO.1, DESEMBER 2017; 40-52
Gambar 2 menunjukkan bahwa dari sebagian besar sebanyak 52% pada kategori
hasil gambaran keterampilan menyikat gigi sedang. Keterampilan menyikat gigi dan mulut
dan mulut anak disabilitas intelektual di SLB yang berkategori kurang yaitu sebesar 31%.
Pamardi Putra Banguntapan Bantul Yogyakarta
Tabel 1. Uji Korelasi Spearman antara Peran Orang Tua Terhadap Keterampilan Menyikat
Gigi dan Mulut
Peran Orang Tua Keterampilan Menyikat Gilut
anak DI
Spearman’s rho Peran orang Correlation 1 -.253
tua Coefficient .185
Sig-(2-tailed) 30 30
N
Keterampilan Correlation -.253 1
menyikat gilut Coefficient .185
Sig-(2-tailed) 30 30
N
56
LENY PRATIWI DAN ARIE SANDY PERAN ORANG TUA TERHADAP KETERAMPILAN
MENYIKAT GIGI DAN MULUT PADA ANAK DISABILITAS INTELEKTUAL
anaknya yang terbelakang yaitu sikap acuh penelitian, serta pada guru-guru dan murid-
tak acuh. murid di SLB Pamardi Putra Banguntapan
Gambar 2 menunjukkan bahwa sebagian Bantul Yogyakarta.
besar subyek penelitian keterampilan menyikat
gigi pada kategori sedang (52%). Keterampilan DAFTAR PUSTAKA
menyikat gigi merupakan salah satu materi DSM-5. 2012. Diagnostic And Statistical
bina diri anak berkebutuhan khusus yang Manual Of Mental Disorders (DSM-
diajarkan di Sekolah Luar Biasa. Keterampilan 5). Washington DC: American Psy
anak berkebutuhan khusus berhubungan chiatric Association. Selikowitz
dengan urat syaraf dan otot-otot yang lazim M. 2001. Mengenal Sindrom Down.
tampak dalam kegiatan jasmaniah seperti Arcan: Jakarta.
menyikat gigi (Syah, 2003). Menyikat gigi
Kay, J. dan Tasman, A. 2006. Essentials of
merupakan salah satu cara mekanis yang
psychiatry: Mental Retardation. West
paling efektif untuk membersihkan plak gigi
Sussex (England): John Wiley and
(Apiou dkk, 1994). Keterampilan sama artinya
Sons; p.285-93.
dengan kecekatan, terampil merupakan suatu
kepandaian melakukan suatu pekerjaan Lumbantobing, S. M. 2008. Anak dengan
dengan cepat dan bail (Soemaryadi, 1995). Mental Terbelakang. Jakarta: Balai
Hasil analisa statistik menujukkan tidak Penerbit Fakultas Kedokteran
ada hubungan yang signifikan antara peran Universitas Indonesia.
orang tua terhadap keterampilan menyikat Idris, Z. dan Jamal, L. 1992. Pengantar
gigi dan mulut anak disabilitas intelektual Pendidikan. Jakarta : Grasindo.
nilai p : 0,185 (>0,05) (Tabel 2). Beberapa faktor
Notoatmodjo, S. 2003. Pendidikan Dan Perilaku
yang mempengaruhi keterampilan kelompok
Kesehatan. Rineka Cipta. Jakarta.
disabilitas intelektual salah satunya karena
karakteristik dasar anak disabilitas intelektual Smeltzer. Suzanne, C. dan Bare. Brenda, G.
yang memiliki kemampuan motorik lamban, 2002. Buku Ajar Keperawatan Medikal
keterampilan komunikasi yang kurang serta Bedah Brunner dan Suddarth (Ed.8,
memahami pesan yang kurang. Selain itu, Vol. 1,2), Alih bahasa oleh Agung
ketelatenan orang tua yang harus sering Waluyo dkk. EGC. Jakarta.
terus menerus melatih secara berulang-ulang Apiou, J. Gueguen, M, M. Doleux, S. dan
memberikan dampak pada peningkatan Bonnauerre. Mallet, M. 1994.
keterampilan bina diri anak disabilitas Evaluation of a New Tootbrush Concept
intelektual (Wantah, 2007). with Regard to Bacterial Elimination. J.
Clin. Periodont. 21:347-350.
SIMPULAN Sriyono, N. 2007. Pengantar Ilmu Kedokteran
Hasil penelitian menunjukkan bahwa dari Gigi Pencegahan. Yogyakarta.
hasil analisa statistik menujukkan tidak ada Medika Fakulltas Kedokteran UGM.
hubungan yang signifikan antara peran orang
Kumar, S. Sharma, J. Duraiswamy, P.1.
tua terhadap keterampilan menyikat gigi dan
Kulkarni, S. 2009. Determinants for
mulut anak disabilitas intelektual nilai p : 0,185
Oral Hygiene and Periodontal Status
(>0,05).
Among Mentally Disabled Children
and Adolescents. J Indian Soc Pedod
Ucapan Terimakasih Prevent Dent. Vol 27.
Penulis mengucapkan terimakasih pada
FKG UGM atas Hibah Penelitian DAMAS tahun Loureiro, A. Costa, O. Da Costa, E. 2007. The
anggaran 2012. Selain itu juga mengucapkan Impact of Periodontal Disease on The
terimakasih kepada mahasiswa PSHG FKG Quality of Life of Individuals with
UGM atas bantuan dalam pelaksanaan
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