Training dental hygienists to place interim therapeutic restorations in a school‐based teledentistry program: Oregon's virtual dental home

2021 ◽  
Author(s):  
Richie Kohli ◽  
Jennifer Clemens ◽  
Linda Mann ◽  
Meagan Newton ◽  
Paul Glassman ◽  
...  
Keyword(s):  
Dental Hygienists ◽  
School Based ◽  
Dental Home

scholarly journals Using Registered Dental Hygienists to Promote a School-Based Approach to Dental Public Health

2017 ◽  
Vol 107 (S1) ◽  
pp. S56-S60 ◽  
Author(s):  
Melanie Simmer-Beck ◽  
Anthony Wellever ◽  
Patricia Kelly
Keyword(s):  
Public Health ◽  
Dental Public Health ◽  
Dental Hygienists ◽  
School Based

scholarly journals Longitudinal caries prevalence in a comprehensive, multi-component, school-based prevention program

2020 ◽  
Author(s):  
Jacqueline R. Starr ◽  
Ryan R. Ruff ◽  
Joseph Palmisano ◽  
J. Max Goodson ◽  
Omair M. Bukhari ◽  
...  
Keyword(s):  
Prevention Program ◽  
Phase 1 ◽  
Clinical Effectiveness ◽  
Caries Prevention ◽  
Dental Hygienists ◽  
Glass Ionomer ◽  
Caries Prevalence ◽  
School Based ◽  
Free Care ◽  
Untreated Caries

AbstractBackgroundGlobally, children’s caries prevalence exceeds 30% and has not markedly changed in 30 years. School-based caries prevention programs may be an effective method to reduce caries prevalence, obviate traditional barriers to care, and use aerosol-free interventions. The objective of this study was to explore the clinical effectiveness of a comprehensive school-based, aerosol-free, caries prevention program.MethodsWe conducted a 6-year prospective open cohort study in 33 U.S. public elementary schools, providing care to 6,927 children in communities with and without water fluoridation. Following a dental examination, dental hygienists provided twice-yearly prophylaxis, glass ionomer sealants, glass ionomer interim therapeutic restorations, fluoride varnish, toothbrushes, fluoride toothpaste, oral hygiene instruction, and referral to community dentists as needed. We used generalized estimating equations to estimate the change in the prevalence of untreated caries over time.ResultsThe prevalence of untreated caries decreased by greater than 50%: from 39% to 18% in phase 1, and from 28% to 10% in phase 2. The per-visit adjusted odds ratio of untreated decay was 0.79 (95% CI: 0.73, 0.85).Conclusions and Practical ImplicationsWe show that a school-based comprehensive caries prevention program was associated with substantial reductions in children’s caries, supporting the concept of expanding traditional practices to include office- and community-based aerosol-free care.

Dental hygienists as instructors in periodontics

1987 ◽  
Vol 51 (2) ◽  
pp. 109-110
Author(s):  
JD Johnson ◽  
JP Scheetz ◽  
LJ Abbott ◽  
KJ Showfety
Keyword(s):  
Dental Hygienists

Dental hygienists' anti-tobacco role: educational perspectives

1989 ◽  
Vol 53 (12) ◽  
pp. 712-717 ◽  
Author(s):  
JL Fried ◽  
L Rubinstein
Keyword(s):  
Dental Hygienists

Registered dental hygienists as dental students

1985 ◽  
Vol 49 (5) ◽  
pp. 295-299
Author(s):  
J Arnold ◽  
DA Shugars
Keyword(s):  
Dental Students ◽  
Dental Hygienists

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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