Influence of occlusal access on demineralized dentin removal in the Atraumatic Restorative Treatment (ART) approach

Purpose: To verify the influence of cavity access diameter on demineralized dentin removal in the ART approach. Methods: 40 non-carious human premolars were randomly divided into four groups. The occlusal surface was ground flat and the teeth were sectioned mesio-distally. The hemi-sections were reassembled and occlusal access preparations were carried out using ball-shaped diamonds. The resulting size of the occlusal opening was 1.0 mm, 1.4 mm, 1.6 mm and 1.8 mm for Groups A, B, C, and D, respectively. Standardized artificial carious lesions were created and demineralized dentin was excavated. After excavation, the cavities were analyzed using: (a) the tactile method, (b) caries-detection dye to stain demineralized dentin, as proposed by Smales & Fang, and (c) Demineralized Tissue Removal index, as proposed in this study. Statistical analysis was performed using Fisher, Spearman correlation coefficient, kappa, Kruskal-Wallis and Miller tests (P < 0.05). Results: The three methods of evaluation showed no significant difference between Groups A vs. B, and C vs. D, while statistically significant differences were observed between Groups A vs. C, A vs. D, B vs. C and B vs. D. Based on the results of this study, the size of occlusal access significantly affected the efficacy of demineralized tissue removal.

Enabling computer access: Introduction to the Test of Mouse Proficiency

As the use of technological devices in everyday environments becomes more prevalent, it is clear that access to these devices has become an important aspect of occupational performance. Children are increasingly required to competently manipulate technology such as the computer to fulfil occupational roles of student and player. Occupational therapists are in a position to facilitate the successful interface between children and standard computer technologies. The literature has supported the use of direct manipulation interfaces in computing that requires mastery of devices such as the mouse. Identification of children likely to experience difficulties with mouse use will inform the development of appropriate methods of intervention promoting mouse skill and further enhance participation in occupational tasks. The aim of this paper is to discuss the development of an assessment of mouse proficiency for children. It describes the construction of the assessment, the content of the test, and its content validity.