การศึกษาสภาพปัญหาและแนวทางการสอนการแปรงฟันสำหรับเด็กออทิสติก

Suwapatchara  Changpinit; Sombut  Lumkum; Sutapat  Lamkham; Jintana  Pradujphongpetch; Paiwan  Sudwan; Pattarawut  Kiokaew; Anucha  Phoommisittiporn; Kanjana  Sukpitag; Salakjit  Triranaopas; Siriwimol  Jaingam

doi:10.14456/psruhss.2025.24

Authors

Suwapatchara Changpinit Faculty of Education, Pibulsongkram Rajabhat University, Phitsanulok 65000
Sombut Lumkum Superkids School Phitsanulok, Phitsanulok 65000
Sutapat Lamkham Superkids School Phitsanulok, Phitsanulok 65000
Jintana Pradujphongpetch Superkids School Phitsanulok, Phitsanulok 65000
Paiwan Sudwan Faculty of Medicine, Chiang Mai University, Chiang Mai 50200
Pattarawut Kiokaew Rajanagarindra Institute of Child Development, Chiang Mai 50140
Anucha Phoommisittiporn Faculty of Education, Pibulsongkram Rajabhat University, Phitsanulok 65000
Kanjana Sukpitag Faculty of Education, Pibulsongkram Rajabhat University, Phitsanulok 65000
Salakjit Triranaopas Faculty of Education, Pibulsongkram Rajabhat University, Phitsanulok 65000
Siriwimol Jaingam Faculty of Education, Pibulsongkram Rajabhat University, Phitsanulok 65000

DOI:

https://doi.org/10.14456/psruhss.2025.24

Keywords:

Teaching toothbrushing skills, Autism, Life skills, Parental involvement

Abstract

This study aimed to investigate the problems and instructional approaches related to toothbrushing for children with autism. The population consisted of 73 parents of children with autism aged 3–12 years who had successfully taught their children to brush their teeth and were receiving services at Special Education Centers in the Lower Northern Region. The research instrument was a questionnaire on problems and instructional approaches for teaching toothbrushing to children with autism, developed from an analysis of interview data obtained from parents. The questionnaire was then used to collect quantitative data. Statistical analyses included the mean (μ) and standard deviation (σ). The findings revealed that the overall problems in toothbrushing among children with autism were at a moderate level. The most significant problem was sensory processing dysfunction in response to oral stimuli, followed by resistant or aggressive behaviors during toothbrushing, while the least reported problem was poor motor coordination of the arms and hands in handling a toothbrush. In terms of instructional approaches, the overall level was high. The most important approach was consistent support from parents or caregivers in daily routines, followed by the use of stimulus fading techniques to gradually reduce oral sensitivity, while the least emphasized approach was the development of language comprehension and communication skills to help children understand instructions and perform toothbrushing step by step.

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