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Behavior Guidance. Dental patient & pediatric dental patient. Communication is a two-way process . Communication skills are a key aspect of a good dentist-pt relationship.
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Behavior Guidance Dental patient & pediatric dental patient
Communication is a two-way process. Communication skills are a key aspect of a good dentist-pt relationship. Communication involves information giving & building rapport. Good dentist-pt communication has a significant impact upon both the pt’s health and the dentist’s job satisfaction.
General verbalcommunication skills Give advice and instruction as early as possible in the interview. Give specific detailed information rather than general comment. Use short words & sentences , avoid jargon. Repeat essential information regarding the diagnosis and treatment. Avoid asking questions which require lengthy answers whilst you are working in the pt mouth. Try to adopt a friendly , warm manner. .
Specific verbal communication -Responses to dental treatment vary. -Some pts prefer to be given a step-by-step description of what is occurring ,but others like to distance themselves from the treatment process as much as possible. -Give positive information before the negative(non-threatening language) . -Clarify any misunderstandings.
Non-verbal communication skills Use appropriate eye contact. Use active listening skills. Have a relaxed body posture. Physical proximity. Use written information.
Classical conditioning e.g the sound of a dental drill would be not noticed . However , if it has been paired with pain (unconditioned stimulus) during previous dental procedures, the sound of the drill becomes a conditioned response :fear ; anxiety. e.g white coat , eugenolodour ,protective glasses , even sitting in the waiting room.
Operant conditioning Law of effect Any behavior that is followed by satisfying consequences will tend to be repeated or increase in frequency ,whereas behavior that is followed by unpleasant consequences will occur less frequently. Reinforcer Punisher Extinction.
Dentist’s interpersonal skills. Interest in the pt’s well-being. Enthusiasm for the work the dentist is doing. Encouragementof the pt’s efforts in what domain is relevant(OH ,overcoming fear , dietary change). A Painful experience = significant punishing consequences
Adherence to treatment The extent to which a person’s behavior coincides with medical or health advice like taking medication , follow dental regimes , or executing lifestyle changes. Collaborative relationship. Pt is not a passive participant. Carefully consider the pt’s perspective(beliefs , social circumstances , level of support , language skills)
Adherence To Treatment PROBLEMS With ADHERENCE Improving Adherence
Behavior Guidance A continuum of interaction involving the dentist and dental team , the pt and the parent directed toward communication and education. Assess accurately the child’s developmental level , dental attitude , temperament and to predict the child’s rxn to treatment. -clinical art form. -Requires skills in communication , empathy , coaching , tolerance , flexibility , active listening -cooperative , relaxed , self confident. g.
Goals of BG -Establish communication , alleviate fear and anxiety. -Effective/efficient delivery of care. -Instills positive dental attitude. -Builds foundation of respect and trust. -Teaches good coping skills.
Fear Types 1.Innate fears : child intellectually unable to arrest fears bc of chronologic age -slow development(mental retardation) -emotionally ill child(overreacting bc of emotional upsets in life) 2-Acquired fears :peers, siblings , parents. 3-Learned fears : due to previous painful experience.
Fears & Age -Fear of strangers 7-12 month-Fear of separation from parents start from 6 mths , peaks 13-18 mths , then declines……fades at 36-40 mths -3- yrs=sep anxiety + visual fear -4 -yrs=Auditory fear -5-yrs=sep anxiety disappears + fear of harm to body
Pain management -critical for successful B.G -Prevention of pain ; nurture the rxnbtn dentist and pt , build trust , allay fear and anxiety , enhance positive dental attitude for further visit. BUT subjective nature of pain perception , varying pt responses to painful stimuli and lack of use of accurate pain assessment scales may hinder the dentist’s attempts to diagnose and intervene. during procedures
Dental team behavior • The staff must be trained carefully to support the dentist’s efforts and welcome the patient and parent into a child-friendly environment that will facilitate B.G and positive dental visit.
Barriers -Reasons for noncompliance in the healthy , communicating child are more subtle and difficult to diagnose. Dentist’s behavior : rushing through appt , not taking time to explain , barring parents from exam. room& generally being impatient. Medical history : Developmental delay , physical/mental disability and chronic or acute disease. -Fears transmitted from parents , a previous unpleasant and/or painful dental or medical experience , inadequate preparation for the first encounter in the dental environment , or dysfunctional parenting practices.
Parental influence -parents exert a significant influence on their child’s behavior especially if they had previous negative dental experience . Educating the parent before the child’s first dental visit is important. Child’s beh. dependant on type of interaction they have w their parents.
Practitioners are faced with challenges from an increasing number of children lack the coping skills and self-discipline necessary to deal with new experiences in the dental office.
Patient Assessment -The response of a child pt to the demands of dental treatment is complex and determined by many factors; Child age/cognitive level, temperament /personality characteristic , anxiety and fear , rxn to strangers , previous dental experiences and maternal dental anxiety influences a child’s rxn to dental setting. Dentists should record the pt’s behavior as a diagnostic aid for future visits.
Deferred treatment -Dental disease is not life-threatening and the type and time of dental treatment can be deferred in certain circumstances. -Risks and benefits , informed consent. -Rapidly advancing disease , trauma , pain , infection usually dictates urgency of treatment. -Deferring treatment and replaced with ITR,FLvarnish , AB. -Hysterical or uncontrollable child.
Informed consent All decisions regarding use of behavior techniques must be based upon a benefit vs risk evaluation. -Other than communication guidance. -Informing the parent about nature , risk benefits of technique may be used and any professionally recognized techniques is essential to obtaining informed consent. -All questions must be answered to the parent’s understanding.
BASIC BEHAVIOR GUIDANCE ADVANCE BEHAVIOR GUIDANCE
Communication -imparting or interchange of thoughts , opinions , or information. -affected primarily through dialogue , tone of voice , facial expression and body language. -the 4 essential ingredients : Sender , message , setting in which the message is sent and receiver.
Verbal Communication -Used w coop & uncoop children(all pt) -Basis for establishing relation w child. -Ass w all techniques. A child’s cognitive development will dictate level &amount of information change. No specific consent needed prior to use.
Verbal Communication -Begin of dental apt the 2-way interchange of information gives way to 1-way guidance of behavior through commands. -This type of interaction called requests and promises. -Request elicit promises from the pt that , in turn, establish a commitment to cooperate. -Assure the child is comfortable & no pain. -Rerequest can be used
Nonverbalcommunication The reinforcement & guidance of behavior through appropriate contact , posture , facial expression , and body language. Obj.1-enhance the effectiveness of other communicative techniques 2-gain or maintain pt’s attention & compliance. Ind. may be used w any pt Contra. none
Tell-Show-Do -Tell=verbal explanation of procedures in phrases appropriate to the developmental level of pt . Use fun labels or terms(word substitute) -Show=demonstration for the pt of the visual , auditory , olfactory , and tactile aspects of the procedure in a carefully defined ,nonthreatening setting. -Do=w/o deviation from the explanation and demonstration ,completion of procedure
TSD Objectives: • 1-Teach the pt important aspects of the dental visit& familiarize him w dental setting. 2-shape the pt’s response to procedures through desensitization and well-described expectation. Ind: may be used w any pt. Contra.: LA injection or any procedures that defy explanation e.g pulp extirpation. -Can be used w comm. +VC.
Voice Control VC=A controlled alteration of voice volume , tone , or pace to influence and direct the pt’s behavior. -Explain to parent to prevent misunderstanding. Obj: 1-Gain pt’s attention & compliance. 2-Avert –ve or avoidance behavior. 3-Establish appropriate adult-child roles. Indication=may be used w any pt. Contraindication=pt’s w hearing .impairment
ReinforcementPositive -Technique to reward desired behavior & strengthen its recurrence(gift not bribe). -Social reinforcers include facial expression, +ve voice modulation ,verbal praise & appropriate physical demonstrations of affection by all members of dental team. -Nonsocial reinforcers include tokens &toys. Obj. To reinforce desired behavior. Ind. May be useful w any pt. Contra. None
Distraction -Diverting the pt’s attention from what may be perceived Visual d. posters))as an unpleasant procedure. Obj.1-Decrease the perception of unpleasantness; 2-Avert –ve or avoidance behavior. Ind. May be used w any pt. Contra. None.
Parental Presence/absence -A wide diversity exists in practitioner philosophy & parental attitude regarding parent’s presence or absence during pediatric dental treatment. Obj. for parents to: 1-Participate in infant exam/ treatment ; 2-Offer very young children physical & psychological support; 3-Observe the reality of their child’s treatment .
