Uso da pedagogia visual no manejo odontológico do paciente pediátrico com transtorno do espectro autista (TEA): revisão de literatura

• Autor(a) principal: Moreno, Diana Conceição Vaz
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/69681
• topic: Autismo; Criança; Ansiedade; Assistência Odontológica

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that, by decreasing verbal communication skills and impairing the individual's social interaction, ends up interfering with dental treatment, triggering a series of non-collaborative reactions, especially in pediatric patients. Currently, the use of clinical approaches based on visual aids (visual pedagogy) using printed or electronic materials, both in oral hygiene education and during dental consultations, has been a management strategy for pediatric patients with ASD in the dental office. The purpose of this work is to analyze the differents visual resources described in the literature and to show the advantages and disadvantages of these dental management strategies for the modification of negative behaviors presented by children with ASD during treatment in dental clinics. A search was carried out in the PubMed database for this work from June 2022 to September 2022, with 19 articles being selected for this review. The communication system TEACCH (Treatment and Education of Autistic and Related Communication Disabled Children) was discussed, which encompasses several techniques that help in the communication and interaction of children with complex communicative difficulties, such as visual pedagogy, using visual resources (PECS) and audiovisual (Videos) during dental management. In conclusion, this technique of dental management has advantages for facilitating functional communication specially within pediatric patients with ASD and contributing to the reduction of fear and anxiety during consultations, but it also proved to be disadvantageous since the patient's cooperation using these methods depends on the each child's ASD degree.