Problem: As the diagnosis prevalence of Autism Spectrum Disorder (ASD) increases, it is important for dental hygiene students to be knowledgeable and comfortable in providing care to children with ASD. However, limited clinical experiences can result in decreased confidence in the ability to interact with children diagnosed with ASD in a clinical setting. Methodology: A convenience sample of 34, second-year dental hygiene students were recruited from a 4-year entry-level Dental Hygiene program. A simulated-virtual training (SVT) module was developed as an interactive approach for educating dental hygiene students on providing care to a child patient with ASD in a clinical setting. The SVT consisted of a scenario in which the clinician “interacted” with a child with ASD who was having difficulty in the dental environment. Students completed a pre-test and post-test survey that measured their knowledge, attitudes, and perceived confidence related to providing dental hygiene services to child patients with ASD. Descriptive statistics were used to describe the study sample. The Wilcoxon Signed Rank test was used to determine whether statistically significant differences existed between the key variables (i.e., knowledge, attitudes, and confidence) before and after receiving the SVT module; alpha was set at 0.05. The university’s Institutional Review Board approved this study (##20- 139).
Results: An overall response rate of 97% was obtained for both surveys (n=33). Prior to receiving the SVT module, all dental hygiene students reported no clinical experience with providing care to children with ASD. There was a statistically significant difference observed between the pre and post-test surveys for the following: dental hygiene students’ self-reported confidence to provide care to patients with ASD upon graduation (3.42 ± 0.94 vs. 3.97 ± 0.73), the assessment of the unique needs of children with ASD (3.33 ± 0.85 vs. 4.15 ± 0.51), and an understanding of the dental needs for children with ASD (3.52 ± 0.91 vs. 4.06 ± 0.66), P
","abstract_html":"<p>Problem: As the diagnosis prevalence of Autism Spectrum Disorder (ASD) increases, it is important for dental hygiene students to be knowledgeable and comfortable in providing care to children with ASD. However, limited clinical experiences can result in decreased confidence in the ability to interact with children diagnosed with ASD in a clinical setting. Methodology: A convenience sample of 34, second-year dental hygiene students were recruited from a 4-year entry-level Dental Hygiene program. A simulated-virtual training (SVT) module was developed as an interactive approach for educating dental hygiene students on providing care to a child patient with ASD in a clinical setting. The SVT consisted of a scenario in which the clinician “interacted” with a child with ASD who was having difficulty in the dental environment. Students completed a pre-test and post-test survey that measured their knowledge, attitudes, and perceived confidence related to providing dental hygiene services to child patients with ASD. Descriptive statistics were used to describe the study sample. The Wilcoxon Signed Rank test was used to determine whether statistically significant differences existed between the key variables (i.e., knowledge, attitudes, and confidence) before and after receiving the SVT module; alpha was set at 0.05. The university’s Institutional Review Board approved this study (##20- 139).</p> <p>Results: An overall response rate of 97% was obtained for both surveys (n=33). Prior to receiving the SVT module, all dental hygiene students reported no clinical experience with providing care to children with ASD. There was a statistically significant difference observed between the pre and post-test surveys for the following: dental hygiene students’ self-reported confidence to provide care to patients with ASD upon graduation (3.42 ± 0.94 vs. 3.97 ± 0.73), the assessment of the unique needs of children with ASD (3.33 ± 0.85 vs. 4.15 ± 0.51), and an understanding of the dental needs for children with ASD (3.52 ± 0.91 vs. 4.06 ± 0.66), P</p>","abstract_has_math":false,"creators":["Cenzon, Kimberly Frances"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Dental Hygiene","degree_department":null,"school":null,"contributors":["Ann Bruhn","Denise M. Claiborne","Jonna Bobzien"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-07-01T07:00:00Z","date_published":"2021-07-01T07:00:00Z","updated_at":"2026-07-24T03:35:38Z","subjects":["Dentistry","Disability Studies","Educational Technology","Health and Physical Education"],"languages":[],"rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9798460434091"],"render_values":[{"text":"9798460434091","href":null,"code":true}]}]},"links":{"outbound_url":"https://digitalcommons.odu.edu/dentalhygiene_etds/20","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ann Bruhn","Denise M. Claiborne","Jonna Bobzien"]},{"key":"dc:creator","label":"Author","values":["Cenzon, Kimberly Frances"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Dental Hygiene"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dentistry","Disability Studies","Educational Technology","Health and Physical Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9798460434091","https://digitalcommons.odu.edu/dentalhygiene_etds/20"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem: As the diagnosis prevalence of Autism Spectrum Disorder (ASD) increases, it is important for dental hygiene students to be knowledgeable and comfortable in providing care to children with ASD. However, limited clinical experiences can result in decreased confidence in the ability to interact with children diagnosed with ASD in a clinical setting. Methodology: A convenience sample of 34, second-year dental hygiene students were recruited from a 4-year entry-level Dental Hygiene program. A simulated-virtual training (SVT) module was developed as an interactive approach for educating dental hygiene students on providing care to a child patient with ASD in a clinical setting. The SVT consisted of a scenario in which the clinician “interacted” with a child with ASD who was having difficulty in the dental environment. Students completed a pre-test and post-test survey that measured their knowledge, attitudes, and perceived confidence related to providing dental hygiene services to child patients with ASD. Descriptive statistics were used to describe the study sample. The Wilcoxon Signed Rank test was used to determine whether statistically significant differences existed between the key variables (i.e., knowledge, attitudes, and confidence) before and after receiving the SVT module; alpha was set at 0.05. The university’s Institutional Review Board approved this study (##20- 139).
Results: An overall response rate of 97% was obtained for both surveys (n=33). Prior to receiving the SVT module, all dental hygiene students reported no clinical experience with providing care to children with ASD. There was a statistically significant difference observed between the pre and post-test surveys for the following: dental hygiene students’ self-reported confidence to provide care to patients with ASD upon graduation (3.42 ± 0.94 vs. 3.97 ± 0.73), the assessment of the unique needs of children with ASD (3.33 ± 0.85 vs. 4.15 ± 0.51), and an understanding of the dental needs for children with ASD (3.52 ± 0.91 vs. 4.06 ± 0.66), P
"]},{"key":"dc:title","label":"Title","values":["Use of an Innovative Simulated-Virtual Training to Improve Dental Hygiene Students’ Self-Reported Knowledge, Attitudes, and Confidence in Providing Care to Child Patients with Autism Spectrum Disorder"]}]}],"canonical_facts":{"dc:contributor":["Ann Bruhn","Denise M. Claiborne","Jonna Bobzien"],"dc:creator":["Cenzon, Kimberly Frances"],"dc:date.available":["2021-09-15T07:00:00Z"],"dc:description.abstract":["Problem: As the diagnosis prevalence of Autism Spectrum Disorder (ASD) increases, it is important for dental hygiene students to be knowledgeable and comfortable in providing care to children with ASD. However, limited clinical experiences can result in decreased confidence in the ability to interact with children diagnosed with ASD in a clinical setting. Methodology: A convenience sample of 34, second-year dental hygiene students were recruited from a 4-year entry-level Dental Hygiene program. A simulated-virtual training (SVT) module was developed as an interactive approach for educating dental hygiene students on providing care to a child patient with ASD in a clinical setting. The SVT consisted of a scenario in which the clinician “interacted” with a child with ASD who was having difficulty in the dental environment. Students completed a pre-test and post-test survey that measured their knowledge, attitudes, and perceived confidence related to providing dental hygiene services to child patients with ASD. Descriptive statistics were used to describe the study sample. The Wilcoxon Signed Rank test was used to determine whether statistically significant differences existed between the key variables (i.e., knowledge, attitudes, and confidence) before and after receiving the SVT module; alpha was set at 0.05. The university’s Institutional Review Board approved this study (##20- 139).
Results: An overall response rate of 97% was obtained for both surveys (n=33). Prior to receiving the SVT module, all dental hygiene students reported no clinical experience with providing care to children with ASD. There was a statistically significant difference observed between the pre and post-test surveys for the following: dental hygiene students’ self-reported confidence to provide care to patients with ASD upon graduation (3.42 ± 0.94 vs. 3.97 ± 0.73), the assessment of the unique needs of children with ASD (3.33 ± 0.85 vs. 4.15 ± 0.51), and an understanding of the dental needs for children with ASD (3.52 ± 0.91 vs. 4.06 ± 0.66), P
"],"dc:identifier":["9798460434091","https://digitalcommons.odu.edu/dentalhygiene_etds/20"],"dc:rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"],"dc:subject":["Dentistry","Disability Studies","Educational Technology","Health and Physical Education"],"dc:title":["Use of an Innovative Simulated-Virtual Training to Improve Dental Hygiene Students’ Self-Reported Knowledge, Attitudes, and Confidence in Providing Care to Child Patients with Autism Spectrum Disorder"],"thesis:degree_discipline":["Dental Hygiene"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T03:35:38Z"}