Enhancing Tooth Brushing Skills for Children with ASD Using Video Modeling based on Social Story: Face and Content Validity

Abstract

Introduction: Tooth brushing has an essential role in oral health maintenance and is one of the basic self-care skills. However, children with autism spectrum disorders (ASD) are at higher risk of developing chronic oral health conditions. Thus, to improve tooth brushing practice for children with ASD, special education and intervention methods are needed. The most common method is visual pedagogy, which relies on children's ability to understand pictures better than words, including pictured books, social stories, video modelling and picture-based apps.

Objectives: Research aims to look into the face and content validity of video modelling and social stories on tooth brushing skills in children with ASD

Methods: The semi-structured interview was used to assess face validity, whereas the content validity index (relevancy, clarity, simplicity, and ambiguity) was employed based on input from experts and practitioners in related fields.

Results: Results show that face validity resulted in feedback on the suitability of videos for tooth brushing activities, video quality and clarity, video instructions suitability, task analysis arrangement, and "other" recommendations. Furthermore, the content validity from all task analyses acquired a minimum level of 0.78 reading to qualify as an accepted task analysis for the entire video.

Conclusions: Video modelling with the social story can maximise the strengths of children with ASD, mainly when teaching tooth brushing skills but requires examining the face and content validity and refining the developed module as needed to ensure it remains reasonable and practical.