Is Visual Pedagogy Effective in Improving Cooperation towards Oral Hygiene and Dental Care in Children with Autism Spectrum Disorder? A Systematic Review and Meta-Analysis

Visual pedagogy has emerged as a new approach in improving dental care in children with autism spectrum disorders (ASDs). This paper aimed to evaluate and assess the scientific evidence on the use of visual pedagogy in improving oral hygiene skills and cooperation during dental care in children with ASDs. The review protocol was registered on the PROSPERO Register (CRD42020183030). Prospective clinical studies, randomized trials, interruptive case series, before and after comparison studies, and cross-sectional studies following the PRISMA guideline were searched in PubMed, Embase, Scopus, and Google Scholar using ad hoc prepared search strings. The search identified 379 papers, of which 342 were excluded after title and abstract evaluation, and 37 full-text papers were analyzed. An additional four papers were added after consulting reference lists. Eighteen papers were disregarded; 23 were finally included, and their potential bias was assessed using ROB-2 and ROBINS-I tools. The wide heterogenicity of the studies included does not allow for conclusive evidence on the effectiveness of visual pedagogy in oral hygiene skills and dental care. Nevertheless, a significant and unilateral tendency of the overall outcomes was found, suggesting that visual pedagogy supports ASD children in improving both oral hygiene skills and cooperation during dental care.

The Effect of Visual Pedagogy and Probiotics in Improving Oral Hygiene of Hearing Impaired Children in the Age Group 6-14 Years

Introduction: Maintaining oral hygiene remains a priority in differently abled children. In recent times, probiotics usage has shown reduced disease causing oral microflora and promoting good oral hygiene. Aim: To assess the effect of visual pedagogy and probiotic mouth rinse on oral health of hearing impaired children. Methods: A prospective interventional study was done on hearing impaired children. The children were divided into three groups. Oral hygiene instructions were given using visual pedagogy, probiotic rinse and combination of both respectively. OHI and pH scores at each clinical visit (pre and post) were recorded. Statistical analysis of the observed data was done. Results: The difference in OHI and pH scores was statistically significant. Conclusion: Combination of both oral hygiene instructions using visual pedagogy and mouth rinse containing probiotics was found to produce desirable effects on oral health of hearing impaired children.

Flight, Climate Change, and Dangerous Times for Art and Pedagogy

In his last book Chaosmosis, Felix Guattari (1995, p. 129) argues that both “intellectuals and artists have got nothing to teach anyone,” and that they produce “toolkits composed of concepts, percepts and affects, which diverse publics will use at their convenience.” In this video presentation and accompanying article, the authors explore Guattari’s claim as a provocation for visual pedagogy and play with the idea that an artist might have nothing to teach anyone in relation to the idea of visual pedagogies. And, then, what happens when an artist and a teacher talk about visual pedagogies? To open up a dialogue, they employ the cliché, ‘I don’t know much about art but I know what I like’. This statement invites thoughts on the tensions between truth-telling, disciplinarity, and affect. Here the authors take the cliché a step further within the context of visual pedagogies and meaning making. They position this dialogue with the cinematic art work, Flight (2018), which aims to give the viewer a different sensation of the world, to render the familiar unfamiliar, and to let things be (Roder & Sturm, 2017), in order to think differently.