Tara King and Hollie Schroeder

Oral Health Program

Needs Assessment: Hamshire-Fannett High School life skills
class
A. General Data
1. Description of site:
Hamshire-Fannett high school life skills class is located at 12552
2nd Street Hamshire, TX 77622. Since 1985 this class has
provided students ages 15-22 with daily life skills and prepares
them to go out into the world and succeed. The site consist of
classrooms, a full kitchen, two full bathrooms that includes
showers and lockers, and a bedroom for naps. The class is
funded by the district, and they receive some federal funds.
2. Target Group:
The life skills class offers education and every day life skills for
students ages 15-22 from the school districts of HamshireFannett, Hardin-Jefferson, and High-Island. The criteria for
accepting students is based on a wide variety of intellectual and
developmental disabilities. They are referred by the ARD
(Admissions, Review, and Dismissal) and IEP (Individualized
Education Program) committee. Currently they have 11 students
5 girls and 6 boys.
3. Staff Population:
The staff includes 5 nurse aids, 2 nurses, and 1 teacher. The
responsibilities of the nurse aids are to go to classes with the
students, assist with hands on activities, help them with their
every day responsibilities, and keep them on track of their daily
schedules. They have high school diplomas and some have a
certified nursing assistant certificate. Nurses are there to help
with the medical needs of the students, Some students have
certain conditions where they need assistance with tubes,
catheters, and medications. The education level of the nurses are
licensed vocational nurse degree. The teacher plans and teaches
the activities for every day, plans events, makes the students
schedules, and also is the director of the program. She obtained
a bachelors degree in education specializing in special
education.
All employees go to trainings periodically (Crisis Prevention
annually & CPR training).
4.Description of services provided:

The director and teacher of the class is also the coordinator of

activities for the students. The students take on different events.
They go out into the community every week and maintain jobs,
such as, helping at the local feed store and southeast Texas food
bank. Some of the students are teacher aids at the high school,
and one is a football manager. The daily routines are different
for each student depending on their needs. Some students will
go out into regular curriculum classes. Some stay in the life skills
classrooms doing one on one work throughout the day. They
have activities that they all do together in the life skills
classroom as well. They all get educated on basic life skills and
have picture charts in the bathrooms to help guide the students
in every day hygiene needs. Future plans for the students for this
school year is a field trip to the state fair rodeo at Ford Park and
also they participate and host an Easter egg hunt in Nome,
Texas.

5. Other pertinent data:

Hamshire-Fannett high school has a fluoride level from natural
sources of 0.5 which is below the amount needed to prevent
caries.
B. Information related to dental health:
There is no current professional services provided for oral health,
the parents of the students are responsible for any professional
needs. The preventative measures that the staff provide is being
adequate on making sure the students are reminded to brush
their teeth and maintaining good oral health. The staff keeps a
supply of toothbrushes, floss, and mouth rinse available for the
students. There has not been any other oral health program or
services provided to this program in the past. The staff seems to
have basic knowledgeable and is aware of the importance of oral
health. They have signs posted to remind students to brush their
teeth, when to brush, how to brush, and floss.
C. Dental Health Status:
1. Dental Caries:
Studies show people with intellectual disabilities have a lower
level of access to oral health services, which can result in an
overall of poor oral health. An article on intellectual disability and
impact on oral health states that people with intellectual
disabilities are at higher risk for caries and missing teeth than
people without. Also, intellectual disability people have lower
rates of getting their teeth filled than people without the
disability. There was a study done between intellectual disability
subjects and their siblings that stated the intellectual disability
subjects had 15.2% higher rate of caries, 9.5% more missing
teeth, and 24.77% less caries were filled than their siblings.
2. Periodontal Disease:
People with intellectual disabilities have an occurrence of
periodontal disease more often and at a younger age.

Medications, such as, anticonvulsants, antihypertensive, and

immunosuppressants can cause gingival hyperplasia which can
increase the risk of periodontal disease. It is also the most
common secondary condition affecting people with intellectual
disabilities. A study on Oral Health of Patients with Disabilities
measured different oral conditions in patients with intellectual
disabilities in different areas and all the cases that measured
periodontal status showed 100% more occurrences of
periodontal disease.
3. Malocclusion:
Crowding of teeth, teeth out of alignment, underdevelopment of
the maxilla, and muscular abnormalities are common in people
with intellectual disabilities. Malocclusion makes chewing and
speaking difficult, and can cause several oral health conditions.
Orthodontic treatment is a popular treatment option for patients
with intellectual disabilities. Delayed tooth eruption is also
common in these patients.
4. Utilization of dental services:
Developmental disabilities that are mild or moderate can be
treated successfully in the private practice setting. In the article
Intellectual disability and impact on oral health: a paired study
shows a study done on ID patients and their siblings and, 30% of
the ID patients have never been to the dentist while only 20% of
the siblings hadnt been to the dentist despite that some of them
were enrolled in an institution that provided dental care. A lot of
times ID patients tend to focus on the more serious health issues
than their oral health.
5. Additional Conditions:
Oral conditions in Children with Special Needs article shows other
oral conditions that are found in people with intellectual
disabilities include delayed or accelerated tooth eruption, Tooth
anomalies, developmental defects, trauma occurs frequently,
Bruxism, viral infections, and gingival overgrowth.
Goals and Objectives:
Goal: The goal of this program is to increase the knowledge and
skills of the students of Hamshire-Fannett high school with
developmental and intellectual disabilities, parents of the students,
and staff to attain and maintain optimal oral health.
Objectives:

 Increase dental health knowledge of the staff at HamshireFannett high school by 20%.
Increase the dental health knowledge of the students with
developmental and intellectual disabilities at HamshireFannett high school by 15%.
Increase the dental health knowledge of the parents of the
students by sending home informative papers for them to
help their children achieve optimal oral health.
Decrease the dental plaque of the students by 5%.
Establish a daily routine of proper oral hygiene for the
students.
Establish a monitoring system for daily proper oral hygiene in
the school setting.
Rationale:
Oral health in people with intellectual disabilities is commonly in more of a poorer
condition than those without the condition. This could be caused by several reasons.
Anders and Davis found, The oral health needs of individuals with ID are complex, and
may be related to underlying congenital or developmental anomalies as well as inability
to receive adequate personal and professional care to maintain oral health. [5] Because
these individuals are at high risk of caries, periodontal disease, and developmental dental
defects, we believe they need greater knowledge and more awareness of the importance
of maintaining optimal oral health. Not only are we educating the students, we are
involving the staff within the life skills class and the parents so there will be an overall
success in the program. Oliveira, Prado, de Sousa Lima, Amaral, Neto, and Mendes
found that, currently people with disability have a lower level of access to oral health
services than people without disability.[6] A study done within this same article proves
thirty percent of the ID subjects and nearly 20% of the non-ID have never been to the
dentist, despite the fact that some of them were enrolled in an institution that provided
dental care. [6] We also included in our program a session to help the students get

familiar with the normal routine of a dental appointment and to ease any fears of going to
the dentist for the first time. With this being said, this is another reason why we believe
that this oral health program educating them on basic and some advanced knowledge of
oral health will be very beneficial for this group of students. A majority of people with
intellectual disability are on medications that have xerostomia and gingival hyperplasia as
a side effect. Gingival enlargement caused by medications such as some anticonvulsants,
antihypertensives, and immunosuppressants also increases the risk for periodontal
disease, stated in the reading Practical Oral Care for People with Developmental
Disabilities.[3] We will begin the program with educating the students on basic oral
health because these individuals are shown to have deficient oral hygiene especially when
they have motor disability. [6] Educating them on periodontal disease of the oral cavity in
ways to prevent it is very important because of many contributing factors it occurs more
often. [3] In the article Intellectual disability and impact on oral health: A paired study,
there was a study on intellectual disability subjects and their siblings, and the it shows,
The caries experience of the ID subjects was higher than their siblings experience. The
ID subjects have more decayed and missing teeth and fewer filled teeth than their
siblings. [6] This is why we feel the students need better knowledge on caries, fluoride,
and nutrition to help prevent this common occurrence of caries experience. In The
Journal of Professional Excellence: Dimensions of Dental Hygiene, Oral Health at Risk
among Special Needs Patients, John P. Morgan, DDS stated the findings highlight the
demand for greater awareness of the unique and complex dental health care needs of this
population. The roles of the patient, caregiver, and dental provider are all vital in
developing preventive strategies to improve oral health. [7]

Program Design:

Activities:
The oral Health program is focused on educating the staff, students,
and parents at Hamshire-Fannett high school. We will we be discussing
importance of oral care, conditions of the oral cavity, what to expect at
a dental visit, provide suggestions for oral care, and ways to care for
the oral cavity.
Session one
Who will attend: Staf
During this session we will discuss general oral health education.
Topics will include plaque, brushing, and flossing, gingival
diseases, caries, fluoride, frequent oral conditions of special
needs, nutritional counseling, access to care, and pre/post test.
Pre- Test
Describe plaque and calculus
Demonstrate proper brushing techniques
Demonstrate proper flossing techniques
Stress to brush in the mornings, after eating, and
every night for two minute intervals
.,Explain, describe, and present pictures of gingival
disease
Explain the caries process with pictures
Stress the importance of fluoride and its benefits
Show examples of frequent oral conditions and ways
to care for them
Provide nutritional counseling
Discuss and give examples of places to get dental
care
Provide a detailed daily routine of oral health for
them to assist the students with
Discuss ways to build a successful monitoring system
Post test
Session Two
Who will attend: Students and Parents

During this session we will discuss basic oral hygiene. Topics will
include plaque, brushing, and flossing. We will do a pre plaque
score and a pre/post test.
Pre-Test
Provide personal toothbrushes, floss, and flossing aids
Present education video on oral hygiene basics
Describe plaque and calculus
Let students brush their teeth
Pre-plaque score
Demonstrate proper brushing technique
Individually assist brushing on typodont
Demonstrate proper flossing technique
Individually assist flossing on typodont
Assist students in applying new techniques on themselves
Send home information on plaque, brushing, and flossing
to parents
Post- Test
Session Three
Who will attend: Students and Parents
During this session we will discuss diseases of the oral cavity and
nutritional education. Topics include gingival disease, caries,
nutritional counseling, and a pre/post test.
Pre-Test
Describe causes and effects of gingival disease
Present pictures of gingival disease
Present a video on the caries process
Explain the caries process and ways to prevent them
Stress the importance of nutrition and provide examples of
good food options and bad food options
Send home information on gingival diseases, caries, and
nutrtion
Post-Test
Session Four
Who will attend: Students and Parents
During this session we will discuss Fluoride, access to care,
review all previous sessions, post-plaque score, and
pre/post test.
Pre-test
Explain the importance of fluoride, what it prevents, and
where it can be found in

Present a video on what the students can expect when

visiting the dentist
Discuss the different procedures that are performed in the
dental office
Review all previous sessions
Let students apply brushing techniques
Post plaque score
Send home information on fluoride, and places to receive
dental care
Post-Test
Provide summative program evaluation questionnaire to
director

Constraints and alternative strategies:

Constraints: Lack of interest from staff and students during

sessions
Alternatives: keep each session interesting by asking
questions, providing entertaining videos, involving the
audience as much as possible, and be enthusiastic while
teaching.
Constraints: Students are at different learning levels, and
our lessons could be at higher learning level for some and
lower learning level for others.
Alternatives: Divide the students into two groups based on
their learning levels.
Constraints: Fear of presenters in personal space while doing
intraoral activities such as taking plaque score and assisting in
brushing and flossing.
Alternatives: Give detailed explanations of hands on
activities, Show tell do, and establish good patient rapport.

Resources:

Personnel: Staff (Directory, Aids, Nurses) and Students

Equipment: Projector to present powerpoint presentation
Supplies: Toothbrushes, toothpaste, floss, flossing aids, safety
glasses, gloves, masks, disclosing solution, cups, cotton tip
applicators, mouth rinse, napkins, hand mirrors, typodonts, pre

and post tests, pamphlets, plaque score sheet, and program plan
evaluation questionnaire
Audio/Visual Aids: Powerpoint, Disclosing solution, handouts,
pamphlets, and typodonts
Evaluation Supplies: Pre and post tests, plaque score sheet,
program plan evaluation questionnaire

Budget:

Toothbrushes: Donated by Colgate

Toothpaste: Donated by Colgate
Floss: Donated by Colgate
Flossing Aids: Donated by Colgate
Safety Glasses: Provided by presenter
Gloves: $5.00
Masks: $2.00
Disclosing Solution: Provided by presenter
Cups: Donated by LIT Dental Hygiene
Cotton Tip Applicator: Provided by LIT Dental Hygiene
Mouth Rinse: Donated by Colgate
Napkins: Provided by facility
Hand Mirrors: Provided by presenters
Typodonts: Provided by presenters
Pre and post test: Provided by presenters
Pamphlets: Donated by National Institute of Dental and
Craniofacial Research
Plaque Score Sheet: Provided by presenter
Program Plan Evaluation Questionnaire: Provided by presenter
Handouts: Provided by presenter
Powerpoint presentation: Provided by presenter

Estimated Total: $7.00

Timetable:
This oral hygiene program will last four weeks. The days we are
scheduled to implement will be as followed:

Session 1 will be Tuesday, April 5th

Session 2 will be Tuesday, April 12th

Session 3 will be Tuesday, April 19th

Session 4 will be Tuesday, April 26th

Evaluation:

Formative
o There will be a pretest of the topics we will be discussing in
the session for the day to assess the students and staffs
current knowledge. After each session, we will provide a
post test to evaluate the knowledge obtained from
education.
o We will review at the end of each session with each group.
o We will meet with the director weekly to discuss progress.
o We will perform a pre plaque score at the beginning of the
first session to determine each students current oral
hygiene skills.
Summative
o We will perform a post plaque score at the end of the final
session to assess and compare their level of knowledge in
oral hygiene skills.
o A post test will be given at final session to evaluate
knowledge obtained throughout the program.
o We will meet with director at end of program to establish
program success.
o The success of the overall program will be evaluated by a
questionnaire given to the director upon the conclusion of
the program.

References:

1. Director of Hamshire-Fannett High School Life Skills Program. (2016, February 9).
Personal Interview.
2. Oral Health Data Systems My Water's Fluoride, Water with fluoride protects teeth
from tooth decay. It is important to know the level of fluoride in your drinking water.

3.

4.

5.

6.

7.

Texas-Public Water System Details. (n.d.) Retrieved from

https://nccd.cdc.gov/DOH_MWF/Default/WaterSystemDetails.aspx
Practical Oral Care for People with Developmental Disabilities. (2009, July).
Retrieved from
http://nidcr.nih.gov/oralhealth/Topics/DevelopmentalDisabilities/Documents/DevDisa
bilities.pdf
Oral Conditions in Children with Special Needs: A guide for health care providers.
(2013, April). Retrieved from
http://www.nidcr.nih.gov/oralhealth/OralHealthInformation/ChildrensOralHealth/Oral
ConditionsChildrenSpecialNeeds.htm
Anders, P., & Davis, E. (2010, April 12). Oral health of patients with intellectual
disabilities: A systemic review. Special Care in Dentistry. Retrieved from
http://eds.a.ebscohost.com.libproxy.lamar.edu/eds/command/detail?sid=4f960bd512fd-46b0-b93e-bc856bd86002%40sessionmgr4001&vid=2&hid=4108
Oliveria, J., Prado, R., Lima, K., Amaral, H., Neto, J., Mendes, R. (2013, March 11).
Intellectual disability and impact on oral health: a paired study. Special Care in
Dentistry. Retrieved from
http://eds.a.ebscohost.com.libproxy.lamar.edu/eds/command/detail?sid=e29ecda128bf-4ca2-83f9-65cec5890aa2%40sessionmgr4004&vid=2&hid=4108
Morgan, J., Minihan, P., Stark, P., Finkelman, M., Yantsides, K., Park, A., Nobles, C.,
Tao, W., Must, A. (2012, August). The oral health status of 4, 732 adults with
intellectual and developmental disabilities. Retrieved from
http://jada.ada.org/article/S0002-8177(14)61796-7/pdf

Appendix:
Session One: Pre/Post Test
1. Plaque can be removed by brushing and flossing.
a. True
b. False
2. Calculus/Tarter can be removed by brushing and
flossing.
a. True
b. False

3. Your tongue can have bacteria on it so we should

always brush it as well.
a. True
b. False
4. How should you brush your teeth, hard motion or
soft motion?
5. How often should you brush your teeth?
6. Why should we floss daily?
7. When you look in your mouth, your gums should be
a. Red, swollen, bleed easily
b. Pink and fit tightly around your teeth
8. When you have a cavity, it can cause pain and
sensitivity of the infected tooth.
a. True
b. False
9. Is the duration of drinking a soft drink (whether it
be drinking it at one time or sipping on it
throughout the day) considered in the cavity
process?
10.
Can you list examples of where you can find
fluoride?
11.
What does fluoride do for your teeth?
12.
How often should you have a cleaning done?

Session Two: Pre/Post Test

1. Plaque is a film on tooth surfaces formed by the
growth of bacteria?
a. True
b. False
2. Calculus is removed by brushing and flossing daily?
a. True
b. False
3. The only way to prevent plaque is by brushing once
daily?
a. True
b. False
4. Plaque can cause cavities and gum disease
a. True
b. False
5. You should brush up to one minute each time
a. True
b. False

6. Your tongue can have bacteria on it so you should

always brush your tongue
a. True
b. False
7. You should brush as hard as you can to remove all
plaque
a. True
b. False
8. When flossing you should make a C shape around
the tooth
a. True
b. False
9. Flossing removes plaque between teeth
a. True
b. False
10.
Daily accurate brushing and flossing can
prevent cavities and gum disease
a. True
b. False
Session Three pre/post Test
1. When you look in your mouth, what should your
gums look like?
a. red, swollen, bleed easily
b. pink, fit tightly around your teeth
2. Gingivitis is the inflammation of the gums.
a. True
b. False
3. Cavities can be caused by what type of foods?
a. vegetables
b. foods or drinks containing sugar
c. dairy products (milk, cheese)
4. Name something YOU can do to prevent having a
cavity.
5. When you have a cavity, it can cause pain and
sensitivity of the infected tooth.
a. True
b. False

6. Which of the following is BAD for your teeth?

a. Apple
b. Cheese
c. Soft drinks

Session Four pre/Post Test

1. Fluoride is not a natural mineral
a. True
b. False
2. Fluoride prevents cavities and makes teeth strong
a.
True
b.
False
3. Fluoride is only found in toothpaste and mouth
rinse
a.
True
b.
False
4. You should go to the dentist every 3 years
a. True
b. False

Session Two: Parents Handout

Hi parents/guardians, we are implementing an oral health
program and each lesson we wanted to send home what we
learned for the day for you to know and for you to assist your
child in achieving optimal oral health. Our first session was over
basic oral health. Our topics included plaque, brushing, and
flossing.
What we learned:
Plaque

Plaque is a soft, sticky, whitish mat like film attached to tooth

surfaces, formed largely by the growth of bacteria that
colonize on the teeth
Plaque begins forming again 4-12 hours after brushing
Plaque can cause cavities and gum disease
Ways to prevent plaque
Brush twice daily
Flossing!
Use an antiseptic mouth rinse it helps reduce the
bacteria load!
Regular dental check ups!

Calculus

If plaque is not removed it can eventually harden into calculus

or tarter.
Calculus can make it very difficult to brush and floss because
it collects at the gum line
Calculus can no longer be removed by brushing or flossing,
only professionals can remove calculus, making regular dental
check ups very important!

We also showed pictures and examples of what plaque and

calculus look like on the teeth.
Brushing

Brushing removes plaque, food, stain, and stimulates gums.

Brush at least twice a day after breakfast and before
bedtime. If you can, brush after lunch or after sweet snacks.
Brushing properly breaks down plaque. It is even more
important before bed, because as you sleep there is a lot of
time for bacterial activity.
Brush all of your teeth, not just the front ones. Be sure to
brush along the sides and in the back.
Spend at least 2 or 3 minutes each time you brush. You will
get used to the time once you get into the flow of proper
brushing.
Always use toothbrushes with soft bristles (usually written on
the label) and change then every 3 months.
Avoid putting a lot of pressure because it will cause tooth
abrasion or wearing away of your tooth surface
As much as 50% of bacteria in the mouth live on the tongue
and these can cause bad breath!

Gently brush your tongue back to front and along the sides,
make sure and brush as far back as possible without gagging

Flossing

Flossing is the best way to get rid of tiny food particles

between the teeth, especially where the brush cannot get
into. Slip the dental floss between each tooth and along the
gum line gently once a day.
How to floss:
Get about 18 inches of floss with each end wound them
around your middle fingers on both hands
Gently ease the floss between teeth
Do a seesaw motion at the point where the teeth touch
Once all the way in between the teeth do a C shape
around each tooth
Finally do up and down and side to side motions
If flossing is hard for you, floss holders might help!
You will use same technique as you do with regular floss!

We also practiced all of our brushing and flossing techniques on a

tooth model as well as on ourselves!

Session Three: Parents Handout

Dear Parents/Guardians
In our session today, we had a great deal of fun talking about gingival
disease, the cavity process, and nutrition! Family involvement is an
important part for helping the student reach their goals of having a healthy
mouth. Here is a breakdown of the topics and information we discussed.

Gingival Disease:
Characteristics of a health mouth vs. unhealthy mouth
Healthy
Unhealthy
Pink gums
Swollen, red, & tendency to bleed easily
Gums that fit tightly around teeth
Gums become loose & pull away from the
tooth
Painful

Gingivitis: Inflammation of the gums

Periodontitis: Inflammation & infection of the bone & supporting tissue
around the teeth
Healthy gingiva

Gingivitis

Periodontitis

Cavities:
The cavities process is based on the combination of sugars, bacteria, acid, and a
susceptible tooth.
Sugars + Bacteria (plaque) = (forms) ACID
Acid + Healthy tooth = (forms) Tooth decay
The symptoms of a cavity includes dark areas on tooth, pain when chewing or
sensitive to hot, cold, or sweet foods.
Prevention includes brushing, flossing, regular dental cleanings, fluoride,
healthier eating habits, and sealants.
Treatment involves getting the cavities restored/filled. If the cavity goes untreated
and the infection moves into the pulp where the nerve is, a root canal will have to
be done to fix the problem.

Nutrition:
We identified a few examples of good foods vs. bad foods for teeth. Good foods
include cheese, milk, fruits, vegetables, nuts, water. Bad foods include soft
drinks, sports drinks, acidic drinks, candy, chips, and sticky foods.
We discussed a few facts about nutrition.
If consuming foods that could cause cavities, add foods that are healthy
for your teeth so that it can neutralize the acids that form cavities.
Cariogenic snacks before bedtime should be omitted or followed by
careful oral hygiene (brushing/flossing).
Consume soft drinks or acidic drinks within a short duration of time, long
duration will expose your teeth to the acid longer.

To help understand what your plate should look like when choosing a healthier
meal, here is an example of the proportions you should consider for each food
group.

Session Four: Parents Handout

Today in our oral health program we learned what fluoride is and the
benefits of it. We also learned what to expect during a dental visit.
Fluoride
What is Fluoride?
Fluoride is a natural mineral found throughout the earth's
crust and widely distributed in nature.
Benefits of Fluoride
Prevents cavities by making the teeth more resistant to
acid attacks from plaque, bacteria, and sugars.
Reverses early cavities
Helps rebuild weakened teeth
Makes teeth strong!
Where can you find fluoride?
Fluoride is naturally found in most all water sources except
bottled water.
Fluoride can be found in foods
Toothpaste
Mouth rinse
Dental offices put fluoride directly on teeth through gel,
foam, or varnish
Fluoride supplements
What to expect during a dental visit

First thing you will walk in to a bunch of smiling

faces!
You will then fill out a health history (all about
yourself)
X-rays
o Depending on your age, risks of disease and symptoms,
your dentist may recommend X-rays. X-rays can
diagnose problems otherwise unnoticed, such as
damage to jawbones, impacted teeth, abscesses, cysts
or tumors, and decay between the teeth. A modern
dental office uses machines that emit virtually no
radiation no more than you would receive from a day
in the sun or a weekend watching TV. As a precaution,
you should always wear a lead apron when having an Xray. And, if you are pregnant, inform your dentist, as Xrays should only be taken in emergency situations.
Your dentist may ask for a Panoramic X-ray, or Panorex.
This type of film provides a complete view of your upper
and lower jaw in a single picture, and helps the dentist
understand your bite and the relationship between the
different teeth and your arch.
A thorough cleaning
o Checkups almost always include a complete
cleaning, either from your dentist or a dental
hygienist. Using special instruments, a dental
hygienist will scrape below the gumline, removing
built-up plaque and tartar that can cause gum
disease, cavities, bad breath and other problems.
Your dentist or hygienist may also polish and floss
your teeth, and apply fluoride.
A Full examination
o Your dentist will perform a thorough examination
of your teeth, gums and mouth, looking for signs
of disease or other problems. His or her goal is to
help maintain your good oral health and to
prevent problems from becoming serious, by
identifying and treating them as soon as possible.
How long should you go in between visits?
o If your teeth and gums are in good shape, you
probably won't need to return for three to six
months. If further treatment is required say to
fill a cavity, remove a wisdom tooth, or repair a
broken crown you should make an appointment
before leaving the office. And don't forget to ask

your dentist any questions you may have this is

your chance to get the answers you need.
We then reviewed over everything we have learned in the
program and let the kids use their new knowledge and skills on
themselves by brushing their teeth and did a post plaque score
to evaluate how well they learned.
Permission Slip:

Lamar Institute of Technology

DENTAL HYGIENE

Dear Parents/Guardians:
We are students in the Lamar Institute of Technology Dental Hygiene Program, and
we will be presenting the students of Hamshire-Fannett High School Life Skills class
with an Oral Health Program in April. Because of research showing individuals with
intellectual disabilities are more prone to oral conditions; such as, cavities,
periodontal disease, and gingival overgrowth, we are passionate about providing and
helping these students with the skills and knowledge of maintaining optimum oral
health. This program will consist of one session per week for 3 weeks. The dates are
as followed: April 12th, April 19th, and April 26th. The topics that will be discussed are
plaque, brushing, flossing, gingival disease, cavities, nutritional guidance, fluoride,
and becoming familiar with dental appointments. Along with teaching the students,
we will be sending home handouts to help provide a better understanding of the
topics for you as well. During the plaque, brushing, and flossing session, we will be
showing the students the best technique and assisting as they brush and floss
themselves. We will be taking a plaque score that involves applying a disclosing

solution to reveal where the plaque is on their teeth and if any was missed after
brushing and flossing. Attached is a permission slip for you to sign to allow us to help
the student and apply this helpful technique.

Please complete the permission slip and send back to school with the student
before our first session on April 5th. We are excited to begin working with the
students and improving their skills and knowledge of oral health.
Sincerely,
Hollie Schroeder & Tara King

--------------------------------------------------------------------I give permission for _________________________________ to take part in the

oral health program and participate in taking the plaque score by using the
disclosing solution.

Sign: ______________________________________
Date:_____________________

Program Plan Evaluation

 Plaque Score