Yoga therapy as an adjunct to traditional tooth brushing training methods in children with autism spectrum disorder

Abstract

Aim: To evaluate if yoga could be an adjunct to regular training methods in training brushing skill to children with autism spectrum disorder (ASD).

Methods: Seventy-two children with ASD aged 7-15 years were selected and divided into two groups (N = 36). Children in Group I received visual pedagogy and video modeling and children in Group II received visual pedagogy and video modeling with yoga. Plaque and gingival indices (PI and GI) were recorded at baseline and at the end of first, second, third, and sixth month. The scores were summarized as mean and standard deviation and inter-group comparison was done using independent t-test.

Results: Inter-group comparison of mean plaque and gingival indices scores were statistically significant at second month (P = .039 for PI and P = .009 for GI). The scores were statistically significant even at third month (P = .001 for PI and P = .002 for GI) and sixth month (P = .001 PI and GI), with children in Group II demonstrating better oral hygiene.

Conclusion: Yoga training can be used as an adjunct to enhance tooth brushing learning capabilities of children with ASD in addition to visual modeling and pedagogy.

Keywords: learning; motor skills; oral health.