The development of correct toothbrushing technique in preschool children.

Researchers taught three preschoolers to brush their teeth the right way. They split the task into 16 tiny steps. Each child got instructions, watched a model, felt gentle hand guidance, and heard praise when they did it right.

The team used a multiple-baseline design. They waited to start training with each kid so they could show the teaching, not luck, caused the change.

Before training, the kids did only 8.6 % of the steps correctly. After training, they hit 95.8 %. Plaque scores dropped from 58 % to 24.6 %. Six weeks later, the children still kept 86.6 % of the steps without extra help.

Richman et al. (2001) used the same design and age group to teach academic tasks with group discrete trials. Both studies show preschoolers can master step-by-step skills when teaching is broken down and measured.

Lord et al. (1986) also taught neurotypical preschoolers a self-care package, but focused on verbal self-planning instead of toothbrushing. Together, the three papers build a timeline: first teach the physical chain, then add self-talk to keep it going.

Quigley et al. (2018) compared modeling alone with a multi-component package like the one here. All their kids learned play skills no matter which tactic was used. That suggests the 1982 toothbrushing package works, but simpler prompting might too—pick what fits your classroom time and staff.

You can copy the 16-step task analysis tomorrow. List each step on a card, give five minutes of modeling and guided practice, then praise correct moves. In one week you can turn a sloppy brush-into-cheek routine into dentist-level form and cut plaque in half. Perfect for Head Start or kindergarten hygiene units.