Adapting the Chairside: Pediatric Dental Management for Children with Neurodevelopmental Disorders – A Scoping Review

Background: Children with neurodevelopmental disorders (NDD), especially autism spectrum disorder (ASD), are commonly characterized by sensory sensitivities, communication differences, and anxiety during dental treatment. These factors can reduce cooperation and prevent completion of care. This scoping review mapped recent evidence on non-pharmacological chairside strategies used to support pediatric dental management for children with NDD. Methods: This scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic literature search was conducted in PubMed, Scopus, ScienceDirect, and SpringerLink for publications from 2020 to 2026. The search focused on non-pharmacological chairside behaviour management strategies for children aged 0– 18 years with neurodevelopmental disorders in pediatric dental settings. Predefined keywords and the Population, Concept, and Context (PCC) framework were used to guide the search. Results: Six studies from Malaysia, California, China, Italy, Turkey, and Brazil were included. Most studies focused on autism spectrum disorder, with limited representation of other neurodevelopmental profiles. Five chairside strategy domains were mapped: Tell-Show-Do-based behavior guidance, desensitization often supported by video or point-of-view modeling, structured visual pedagogy, sensory-adapted dental environments, and protective stabilization or passive immobilization. Reported outcomes were heterogeneous and included cooperation ratings, procedural tolerance, observed distress, and physiological markers. Conclusion: Non-pharmacological chairside strategies for children with NDD show potential, particularly structured preparation, visual supports, and sensory-adapted environments. However, the evidence remains limited and methodologically heterogeneous. Standardized child-centered outcome sets and broader inclusion of non-ASD NDD subgroups are needed.