Title: 2876 - Is Caries a Risk for Psychomotor Development in Pre-school Children?


Yen Chun Grace Liu, Kaohsiung Medical University & Hospital
Tien Yu Shieh, Kaohsiung Medical University & Hospital
Andy Teng (Presenter)
Kaohsiung Medical University & Hospital


Objectives: The influence of dental caries activities on the psychomotor developments in children remains unclear, by which the different cohorts of pre-school children via dmft and co-variables scores were investigated to test our hypothesis.

Methods: To reveal the underlying influence of caries activities on child’s psychomotor developments, the cross-sectional analyses were employed by assessing aged 4-6 children from the urban cities and rural townships in Taiwan. Based on subjects’ demographic and dietary records, and charting of hygiene behaviors, the caries activities (dmft) and the amended comprehensive scales (CCDI/MCDI) of psychomotor developments were used to analyze their relationships, where a total of >300 children from different cities and townships completed the studies with consents and post-power-analysis for the justified recruits. One-way ANOVA vs. multiple linear-regression analyses, and a Chi-square analysis were separately set off to compare the differences of variables between the gender, age and dmft scales, vs. the relationship among all variables and CCDI assessed, or the potential risk(s) associated with, respectively.

Results: The results demonstrated that there was a positive, yet non-parallel, relationship among 4- to 6-year-old pre-school children with high caries activities (i.e., dmft≥4, 5 etc.), but not with the lower (<3) or extremely high (>8) scores, and the subsequent psychomotor developments (i.e., language expression, verbal skills & communications, etc.), with which the oral hygiene behaviors may become the risk-modifier or independent risk(s) over time.

Conclusions: Our hypothesis and the results, when fully substantiated, will be important to the dental & medical professional, as it suggests that tooth decays, depending on the severity and scales of involvement, may have some impacts on the child’s psychomotor developments, which could manifest via personal interactions with the family or peers in communities, resulting in specific engagements to their language learning and delays on the psycho-social developmental as well.

This abstract is based on research that was funded entirely or partially by an outside source:
Institutional in-house funds available (non-specified)

Disclosure Statement:
The submitter must disclose the names of the organizations with which any author have a relationship, the nature of the relationship, and the clinical or research area involved. The following is submitted: None