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Journal of Pediatric Psychology 12(3) pp. 363-377, 1987
© 1987 Society of Pediatric Psychology

research-article

An Analysis of Long-Term Maintenance of Effective Toothbrushing by Head Start Schoolchildren1

Ronald L. Blount2, Ruth A. Baer and Trevor F. Stokes

University of Alabama, University of Kentucky, University of South Florida

2All correspondence should be sent to Ronald L. Blount, Department of Psychology, University of Alabama, P.O. Box 2968, Tuscaloosa, Alabama 35487–2968.

The present study targeted maintenance of effective toothbrushing by Head Start school children. Dental plaque was monitored daily, shortly after the children arrived at school during baseline, Intensive Training (IT), and Thinning conditions. During IT, the parent and child were taught to brush the child's teeth effectively, and feedback sheets were sent home from school, showing the location and amount of plaque. During Thinning, feedback sheets were sent home progressively less often if good brushing continued. If plaque levels increased, the frequency of feedback increased. Compared to baseline, IT produced substantially lower plaque levels. However, decreased plaque did not main Win in subsequent baselines. In contrast, when IT was followed by Thinning, plaque levels remained low during Thinning and the subsequent baseline conditions. Maintenance was found up to 3–12 months following completion of Thinning. The effects of the procedures were also evaluated by comparison to a no-treatment control group. Using this method, the experimental children had a significant decrease in plaque. Also, trends indicated cavity development might have been positively affected. Implications of these resultsforfuture research in behavioral dentistry and other areas of pediatric psychology are discussed.

Key words: prevention; maintenance; cavities; toothbrushing; Head Start; children.


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