Impact of Educational Interventions Based on the Implementation Intentions Strategy on the Oral Health of Schoolchildren

Objective: To compare the effectiveness of a traditional educational intervention with other two based on the implementation intentions psychological model on clinical and cognitive aspects related to the oral health of schoolchildren. Material and Methods: A sample of 160 children aged 7-10 years was divided into three groups: control (CG), Intervention 1 (IG1) and Intervention 2 (IG2). Plaque index (PI), gingival bleeding index (GBI) and knowledge on the oral health of schoolchildren were collected at baseline, 30, 60 and 120 days. All groups participated in educational lectures and had individual tooth brushing supervision and children from IG1 and IG2 participated in a self-regulatory strategy called implementation intentions aimed at facilitating behavior of brushing teeth at least three times a day. In addition, children from IG2 participated in a collaborative implementation intentions strategy with their parents in order motivate them to develop the behavior with their children. Results: All groups showed reductions in PI and GBI values and improvements in oral health knowledge, but IG1 and IG2 showed statistically significant differences in these variables compared to CG. Conclusion: The use of the Implementation Intentions psychological model in oral health educational programs showed a greater impact on the knowledge about oral health and plaque index of schoolchildren compared to traditional educational programs.