面向视力和听力障碍儿童的多感官游戏化刷牙教育工具的设计与验证。

文献信息

中文摘要

背景： 患有感觉障碍的儿童口腔卫生状况较差，牙龈炎和龋齿的患病率较高。量身定制的多感官口腔健康教育干预可能改善刷牙技能和口腔健康。开发并验证一种多感官游戏化教育干预，用于教授视力和听力障碍儿童刷牙。
材料与方法： 采用发展性研究设计。在文献回顾和专家访谈后开发了一个原型。该原型由牙医和特殊教育工作者进行验证，并在15名视力障碍儿童和15名听力障碍儿童中进行了现场测试，共进行7次游戏活动，持续4周。通过结构化反馈评估可理解性和可接受性，并通过评估刷牙技能来测量有效性。
结果： 专家们对游戏的相关性、刷牙技术的顺序准确性以及清晰度表示一致认可（条目水平内容效度指数（I-CVI）和k* =1.00），证实了极好的内容效度。牙医建议在顺序灵活性方面进行小幅修改，一位特殊教育工作者建议增加音频/灯光提示。视力障碍儿童将游戏和刷牙技术评为易于理解，各组成部分易于操作（I-CVI = 1.00）、令人愉快（I-CVI = 0.93），一些儿童建议使用更大的模型。听力障碍儿童对游戏的所有方面均表现出完全一致。这些儿童的刷牙技能有所改善（W = 0.00，P < 0.05）。
结论： 所开发的游戏化教育干预在感觉障碍儿童的口腔卫生教育中表现出很强的效度和可接受性。这些发现支持进一步评估其长期有效性以及在口腔健康促进中的应用。

英文摘要

BACKGROUND: Children with sensory disabilities exhibit a poor oral hygiene and a high prevalence of gingivitis and dental caries. Tailored multisensory oral health education interventions may improve tooth brushing skills and oral health. To develop and validate a multisensory game-based educational intervention to teach tooth brushing to children with visual and hearing impairments.
MATERIALS AND METHODS: A developmental research design was used. A prototype was developed after literature review and expert interviews. This was validated by dentists and special educators and field tested among 15 children with visual impairment and 15 with hearing impairment with 7 play sessions over 4 weeks. Comprehensibility and acceptability were assessed through structured feedback, and effectiveness was measured by evaluating tooth brushing skills.
RESULTS: Experts agreed with the relevance, sequential accuracy of the brushing technique, and clarity of the game (Item-level Content Validity Index (I-CVI) and k* =1.00), confirming excellent content validity. Dentists suggested minor modifications regarding sequencing flexibility and a special educator suggested audio/light cues. Children with visual impairment rated the game and the tooth brushing technique as easy to understand and the components easy to handle (I-CVI = 1.00), enjoyable (I-CVI = 0.93), and some suggested larger models. Children with hearing impairment showed perfect agreement across all aspects of the game. The children showed improvements in their tooth brushing skills (W = 0.00, P < 0.05).
CONCLUSION: The developed game-based educational intervention demonstrates strong validity and acceptability for oral hygiene education among children with sensory impairments. These findings support further evaluation of long-term effectiveness and application in oral health promotion.