认知行为疗法对学龄前牙科焦虑症患儿就诊合作程度的干预评估

目的：评估认知行为疗法应用于学龄前牙科焦虑症患儿口腔治疗的效果。方法收集3～6岁牙科焦虑症患儿86例，随机分为试验组和对照组。试验组采用认知行为疗法进行行为管理，对照组采用Tell-Show-Do技术进行行为管理。通过比较2组患儿的配合程度和Frankl治疗依从性评分来评估该方法对学龄前牙科焦虑症儿童就诊行为的干预效果。结果试验组中，38例能配合治疗，5例不能配合，对照组中24例配合，19例不配合，试验组配合程度优于对照组（χ2=11.328，P＜0.01）；Frankl治疗依从性评分结果，试验组为（2.61±0.82）分，对照组为（1.93±0.96）分，试验组优于对照组（F=1.956，P＜0.01）。结论应用认知行为疗法对学龄前牙科焦虑症患儿治疗时，首先进行必要的情绪干预，而后再行无痛治疗，可纠正患儿的恐惧心理。

Intervention of cognitive behavioral therapy on the cooperation degree of preschool children with dental anxi-ety

Objective To assess the clinical effect of cognitive behavior therapy on the oral treatment of preschool children with dental anxiety. Methods 86 children aged 3-6 years with dental anxiety were divided into experimental group and control group randomly. Children in experimental group were treated with cognitive behavioral therapy. Chil-dren in control group were treated with the Tell-Show-Do behavioral therapy. Through the observation of children 's coop-eration and evaluation of Frankl treatment index, treatment effect of cognitive behavioral therapy applied in preschool children with dental anxiety was evaluated. Results In experimental group, 38 children can cooperate with treatment, while 5 children can't cooperate. In control group, 24 children can cooperate with treatment, while 19 cases can't cooper-ate. Children in the experimental group is significantly more cooperative (χ2 = 11.328, P<0.01). Frankl index shows 2.61 ± 0.82 in experimental group and 1.93 ± 0.96 in the control group respectively. Treatment effect of the experimen-tal group is significant (F = 1.956, P<0.01). Conclusion When cognitive behavioral therapy applied on preschool children with dental anxiety, first of all we should make necessary emotional control, then painless treatment, the chil-dren's fear can be gradually relieved.