Background and Objectives: The aim of this study is to evaluate the effect of positive and negative visual aids used during verbal–active oral hygiene education on oral hygiene-related behaviors in children aged 7 to 14 years. Materials and Methods: In this single-blind design, sixty children were randomly assigned to three groups: G1:Positive visual aid, G2:Negative visual aid, and G3:Verbal–active education. Oral hygiene was evaluated using the Silness–Löe Index (plaque) and Rosenberg Organoleptic Scale (halitosis) at baseline, one week, and one month. Measurements were taken at baseline, at the end of the first week, and at the end of the first month. Data were analyzed using split-plot ANOVA. Results: The test groups did not show any statistically significant differences in terms of age (F = 0.530, p = 0.449) or gender (χ2 = 1.600, p = 0.449). Additionally, the groups were similar in terms of clinical variables, including dentition stage (permanent or mixed) (χ2 = 5.566, p = 0.062), presence of malocclusion (χ2 = 3.801, p = 0.150), and presence of anterior dental caries (χ2 = 1.250, p = 0.535). Significant reductions in both plaque and halitosis scores were observed over time in all groups (p 0.05). Conclusions: This study demonstrated that both verbal education aided by positive and negative visuals and structured-only verbal education improved children’s oral hygiene and halitosis scores in the short term.
Candan et al. (2026) studied this question.