Association between childhood obesity and oral hygiene status

Objective: The purpose of this study was to evaluate the oral hygiene status in pediatric obese patients. Methods: A cross-sectional study was conducted from 2011 to 2012, which evaluated 180 Brazilian pediatric patients, 6-14 years old, girls and boys, recruited according to two Body Mass Index (BMI) categories: obese and non-obese (healthy weight). For the evaluation the oral hygiene status, the study used Oral Hygiene Index (OHI) and Gingival Bleeding Index (GBI). Results: According to the total sample, 5/60 obese (8.3%) and 57/120 non-obese (47.5%) had good OHI, while 23/60 obese (38.4%) and 3/120 non-obese (2.5%) were classified in a low level of OHI, with a significance between the groups (p < 0.001), even after sorting by age. According to the classification of GBI, 60/60 obese (100.0%) and 89/120 non-obese (74.2%) had GBI 1 (bleeding gingiva), and 0/60 obese and 31/120 non-obese (25.8%) were classified as GBI 0 (healthy gingiva), with a significance between the groups (p < 0.001), even after sorting by age. Conclusions: This study indicated that OHI and GBI were significantly higher in the obese children group.

Metacognition and executive functioning in Elementary School

This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high n = 50, low n = 64). Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.