Araştırma Makalesi

DOI :10.26650/eor.20251619290 IUP :10.26650/eor.20251619290 Tam Metin (PDF)

A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities

Reza Emrani, Mahnaz Pouresmaeil, Zahra Rahimi Khalifehkandi

Purpose: This study aimed to evaluate the effectiveness of a school-based program designed for children with mental disabilities by assessing oral health outcomes after training via two educational methods: lectures and dramas.

Materials and methods: 144 male students with mental disabilities from a special needs school in Qazvin, Iran, were selected as a census sample in 2023. The students were randomly divided into two groups, each consisting of 72 participants aged 10–14 years. Group 1 received oral health counseling via the lecture method, whereas Group 2 was instructed via the drama method. Data were collected via a socio-demographic checklist, and oral health was assessed via the Decayed, Missing, and Filled Teeth (DMFT) Index for caries status and the Simplified Oral Hygiene Index (OHI-S) of Greene and Vermillion for oral hygiene. Assessments were conducted before and four weeks after the intervention. Data analysis was performed via descriptive statistics, t tests, and ANOVA via SPSS software.

Results: A statistically significant improvement in plaque scores was observed in the Drama group compared with the Lecture group after the intervention (p < 0.05). The mean tooth filling index (F index) also increased significantly in both groups post intervention, with greater improvement noted in the Drama group. While oral health indices improved in both groups, the extent of improvement was significantly greater in the Drama group.

Conclusion: The drama method used in this study was more effective than the lecture method in improving participants' oral and dental health indices. As a simple and cost-effective approach, drama enables teachers to convey essential health information more effectively.

Anahtar Kelimeler: Drama method, lecture method, oral health education, mentally disabled students

Referanslar

1. Schalock RL, Borthwick-Duffy SA, Bradley VJ, Buntinx WH, Coulter DL, Craig EM, Gomez SC, Lachapelle Y, Luckasson R, Reeve A. Intellectual disability: Definition, classification, and systems of supports: ERIC; 2010. google scholar
2. Vahia VNJIjop. Diagnostic and statistical manual of mental disorders 5: A quick glance. 2013;55:220. google scholar
3. Kavvadia K, Polychronopoulou A, Taoufik KJJDOH. Oral hygiene education programme for intellectually impaired students attending a special school. J Disab Oral Health 2009;10:65-71. google scholar
4. Khadem P, Karami M, Salehinia R. Evaluation of oral health status in mild to moderate mental disabled children in comparison with normal children in isfahan (iran) %j journal of mashhad dental school. 2011;35:253-62. google scholar
5. Bonetti D, Hampson V, Queen K, Kirk D, Clarkson J, Young LJNS. Improving oral hygiene for patients. Nursing Standard 2015;29:44. google scholar
6. Waldron C, Nunn J, Mac Giolla Phadraig C, Comiskey C, Guerin S, van Harten MT, Donnelly-Swift E, Clarke MJ. Oral hygiene interventions for people with intellectual disabilities. The Cochrane database of systematic reviews 2019;5:Cd012628. google scholar
7. Borgnakke WSJDC. Does treatment of periodontal disease influence systemic disease? Dental Clinics 2015;59:885-917. google scholar
8. Jean G, Kruger E, Lok VJIdj. Oral health as a human right: Support for a rights-based approach to oral health system design. International dental journal 2021;71:353. google scholar
9. Khanagar S, Kumar A, Rajanna V, Badiyani BK, Jathanna VR, Kini PV. Oral health care education and its effect on caregivers' knowledge, attitudes, and practices: A randomized controlled trial. Journal of International Society of Preventive & Community Dentistry 2014;4:122-8. google scholar
10. Shyama M, Al-Mutawa SA, Honkala S, Honkala EJSciD. Supervised toothbrushing and oral health education program in kuwait for children and young adults with down syndrome. Special care in Dentistry 2003;23:94-9. google scholar
11. Sari RY, Chemiawan E, Sudarsana NJPJoD. Differences in knowledge of oral health before and after counseling between lecture and role play method. Padjadjaran Journal of Dentistry 2010;22:175-9. google scholar
12. Joronen K, Rankin SH, Astedt-Kurki P. School-based drama interventions in health promotion for children and adolescents: Systematic review. Journal of advanced nursing 2008;63:116-31. google scholar
13. Joronen K, Konu A, Rankin HS, Astedt-Kurki P. An evaluation of a drama program to enhance social relationships and anti-bullying at elementaıy school: A controlled study. Health promotion international 2012;27:5-14. google scholar
14. Shamsaei F, Ashtarani E, Meschi M, Ashtarani F. The effect of oral health education through role playing on health behavior of educable mentally disabled boy students in hamadan %j 2 journal of nursing education. journal of nursing education 2018;7:17-23. google scholar
15. Jain M, Mathur A, Sawla L, Choudhary G, Kabra K, Duraiswamy P, Kulkarni S. Oral health status of mentally disabled subjects in india. Journal of oral science 2009;51:333-40. google scholar
16. Sharma S, Saxena S, Naik SN, Bhandari R, Shukla AK, Gupta P. Comparison between conventional, game-based, and self-made storybook-based oral health education on children's oral hygiene status: A prospective cohort study. International journal of clinical pediatric dentistry 2021;14:273-7. google scholar
17. Habbu SG, Krishnappa PJIdj. Effectiveness of oral health education in children-a systematic review of current evidence (2005-2011). 2015;65:57-64. google scholar
18. Anders PL, Davis ELJScid. Oral health of patients with intellectual disabilities: A systematic review. Special care in dentistry 2010;30:110-7. google scholar
19. Faulks D, Freedman L, Thompson S, Sagheri D, Dougall AJEJoDE. The value of education in special care dentistry as a means of reducing inequalities in oral health. European Journal of Dental Education 2012;16:195-201. google scholar
20. GeethaPriya PR, Asokan S, Kandaswamy D, Ms M, Shyam S. Effectiveness of different modes of school dental health education on the oral health status of children - an interventional study with 2-year follow-up. International Journal of Health Promotion and Education 2019;58:1-15. google scholar
21. Scardina GA, Buonamente A, Messina P. Efficacy of an oral health training programme for visually impaired individuals. Igiene e sanita pubblica 2008;64:509-16. google scholar
22. Macnamara A, Mishu MP, Faisal MR, Islam M, Peckham E. Improving oral health in people with severe mental illness (smi): A systematic review. PloS one 2021;16:e0260766. google scholar
23. Hashemi Z, Hajizamani A, Bozorgmehr E, Omrani F. Oral health status of a sample of disabled population in iran %j journal of oral health and oral epidemiology. 2012;1:23-8. google scholar
24. Asiri FYI, Tennant M, Kruger E. Oral health status, oral health behaviors, and oral health care utilization among persons with disabilities in saudi arabia. International Journal of Environmental Research Public Health 2022;19:16633. google scholar
25. Manley MCG. Oral health and dental treatment of adults with disability, a problem and solution. Int J Collab Res Intern Med Public Health 2021;13:1047-9. google scholar
26. Heward W. Exceptional children: An introduction to special education, 10th edition (pearson, 2013): Pearson; 2013. google scholar
27. Shah RK, Choudhary S, Tandon S. Oral health status in mentally disabled children, dental care knowledge of parents, and the impact of audiovisual oral health education program. International journal of clinical pediatric dentistry 2022;15:143-8. google scholar
28. Pareek S, Nagaraj A, Yousuf A, Ganta S, Atri M, Singh K. Effectiveness of supervised oral health maintenance in hearing impaired and mute children- a parallel randomized controlled trial. Journal of International Society of Preventive & Community Dentistry 2015;5:176-82. google scholar

Atıflar

Biçimlendirilmiş bir atıfı kopyalayıp yapıştırın veya seçtiğiniz biçimde dışa aktarmak için seçeneklerden birini kullanın

DIŞA AKTAR

APA

Emrani, R., Pouresmaeil, M., & Khalifehkandi, Z.R. (2019). A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities. European Oral Research, 0(0), -. https://doi.org/10.26650/eor.20251619290

AMA

Emrani R, Pouresmaeil M, Khalifehkandi Z R. A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities. European Oral Research. 2019;0(0):-. https://doi.org/10.26650/eor.20251619290

ABNT

Emrani, R.; Pouresmaeil, M.; Khalifehkandi, Z.R. A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities. European Oral Research, [Publisher Location], v. 0, n. 0, p. -, 2019.

Chicago: Author-Date Style

Emrani, Reza, and Mahnaz Pouresmaeil and Zahra Rahimi Khalifehkandi. 2019. “A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities.” European Oral Research 0, no. 0: -. https://doi.org/10.26650/eor.20251619290

Chicago: Humanities Style

Emrani, Reza, and Mahnaz Pouresmaeil and Zahra Rahimi Khalifehkandi. “A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities.” European Oral Research 0, no. 0 (Oct. 2025): -. https://doi.org/10.26650/eor.20251619290

Harvard: Australian Style

Emrani, R & Pouresmaeil, M & Khalifehkandi, ZR 2019, 'A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities', European Oral Research, vol. 0, no. 0, pp. -, viewed 1 Oct. 2025, https://doi.org/10.26650/eor.20251619290

Harvard: Author-Date Style

Emrani, R. and Pouresmaeil, M. and Khalifehkandi, Z.R. (2019) ‘A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities’, European Oral Research, 0(0), pp. -. https://doi.org/10.26650/eor.20251619290 (1 Oct. 2025).

MLA

Emrani, Reza, and Mahnaz Pouresmaeil and Zahra Rahimi Khalifehkandi. “A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities.” European Oral Research, vol. 0, no. 0, 2019, pp. -. [Database Container], https://doi.org/10.26650/eor.20251619290

Vancouver

Emrani R, Pouresmaeil M, Khalifehkandi ZR. A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities. European Oral Research [Internet]. 1 Oct. 2025 [cited 1 Oct. 2025];0(0):-. Available from: https://doi.org/10.26650/eor.20251619290 doi: 10.26650/eor.20251619290

ISNAD

Emrani, Reza - Pouresmaeil, Mahnaz - Khalifehkandi, ZahraRahimi. “A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities”. European Oral Research 0/0 (Oct. 2025): -. https://doi.org/10.26650/eor.20251619290

ZAMAN ÇİZELGESİ

Gönderim	18.01.2025
Kabul	14.04.2025
Çevrimiçi Yayınlanma	29.09.2025

LİSANS

Attribution-NonCommercial (CC BY-NC)

This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

European Oral Research