Instructormanual

DENTAL HYGIENE
TREATMENT PLANNING
INSTRUCTORS MANUAL
By: Lindsey Landes

TABLE OF
CONTENTS
Introduction INSTRUCTIONAL GOAL.........................1

intended audience............................................................................................1
Length of instruction.........................................................................................1
Delivery approach............................................................................................1
Lesson plan #1..........................................................3
HOW TO WRITE RADIOGRAPHIC DESCRIPTIONS........3

Performance objectives.....................................................................................3
Resources and materials needed for lesson #1.....................................................3
Pre-instructional Activities for lesson #1..............................................................4
Content presentation for lesson #1.....................................................................4
Learner participation for lesson #1.....................................................................5
Assessments for lesson #1................................................................................5
Follow-through activities for lesson #1................................................................6
Lesson plan #2..........................................................6
HOW TO WRITE PERIODONTAL DESCRIPTIONS..........6

Performance objectives.....................................................................................6
Resources and materials needed for lesson #2.....................................................7
Pre-instructional Activities for lesson #2..............................................................7
Content presentation for lesson #2.....................................................................8
Learner participation for lesson #2.....................................................................9
Assessments for lesson #2................................................................................9
Follow-through activities for lesson #2..............................................................10
Lesson plan #3........................................................10
SELECTING APPROPRIATE TREATMENT PLANS.........10

Performance objective.....................................................................................10
Resources and materials needed for lesson #3...................................................10
Pre-instructional Activities for lesson #3............................................................11
Content presentation for lesson #3...................................................................12
Learner participation for lesson #3...................................................................12
Assessments for lesson #3..............................................................................13
Follow-through activities for lesson #3..............................................................13
APPENDIX A.............................................................14
APPENDIX B.............................................................15
APPENDIX C.............................................................16
APPENDIX D.............................................................17
APPENDIX E.............................................................18
APPENDIX F.............................................................19
APPENDIX G.............................................................20
APPENDIX H.............................................................22
APPENDIX I..............................................................24
APPENDIX J..............................................................26
APPENDIX K.............................................................28
APPENDIX L.............................................................30
APPENDIX M............................................................32
APPENDIX N.............................................................34
APPENDIX O.............................................................36
APPENDIX P.............................................................38
REFERENCES............................................................39
INTRODUCTION
INSTRUCTIONAL GOAL
In the clinical setting, dental hygiene students will be able to use
the information they gathered during the assessment of their patient,
to accurately write periodontal and radiograph descriptions with 100%
accuracy. They will then be able to use these descriptions to plan the
proper treatment for their patient.
INTENDED AUDIENCE
This instruction is intended for dental hygiene students. The
learner group class size is 20 students. These students range in age
from 20-40 years old. Females make up 19 of the students along with
1 male. Approximately 50% are Caucasian females, the other 50% is
made up of Latino, Asian, and African American females and one
Arabic male. English is the second language of approximately 10% of
the students. All students have completed at least 1-2 years of
undergraduate college level courses and 1 semester of dental hygiene
courses. The motivation level of all students should be considered as
high, as getting into the dental hygiene program is quite rigorous.
LENGTH OF INSTRUCTION
This unit of instruction includes three lesson plans delivered over
three days. Each lesson plan is approximately 2-2.5 hours in length.
DELIVERY APPROACH
1
The instructional strategies used in this unit are lecture
presentations, online videos, demonstrations, case-studies, and in
class practice and participation. Learning theories involved in this unit
include Constructivism, Cognitivism and Behaviorism.
Constructivism will be used during instruction through
collaborative learning, problem-based learning and coaching (Ertmer.
P.). Students will break into small groups and discuss case studies.
Together, with instructor guidance as needed, will complete
descriptions and treatment plans.
Cognitivism will be used through explanations, demonstrations,
illustrative examples, and links to prior knowledge (Ertmer. P.). In
each lesson plan, there will be a PowerPoint presentation which will
use explanations and illustrative examples. In class demonstrations
with example patient cases will be presented. Links to prior
knowledge will be important to utilize as the students will need to
recall previously learned information to understand these new
concepts.
Behaviorism will be incorporated through instructional cues to
elicit correct response, practice paired with target stimuli,
reinforcement for correct responses, corrective feedback, building
fluency, and multiple opportunities/practice (Ertmer. P.). Practice
2
examples will be done together during instruction, and feedback with
reinforcements for responses.
LESSON PLAN #1
HOW TO WRITE RADIOGRAPHIC DESCRIPTIONS
PERFORMANCE OBJECTIVES
 In class and clinical settings, dental hygiene students will be able
to list the healthy, mild, moderate and severe ranges for
radiographic bone levels with no errors.

 Given a patient’s radiographs, dental hygiene students will be
able to determine if bone levels are healthy 100% of the time.

 Given a patient’s radiographs, dental hygiene students will be
able to determine how much bone loss is present with no errors.

 Given a patient’s radiographs and bone level measurements,
dental hygiene students will be able to write a radiographic
description to 100% accuracy.
RESOURCES AND MATERIALS NEEDED FOR LESSON #1
 PowerPoint Presentation for lesson #1 titled – How to Write
Radiograph Descriptions
 Clicker response system
 Three Radiograph Case Studies – two print outs of each
 Students will need a writing utensil for case studies, and paper
for note taking
PRE-INSTRUCTIONAL ACTIVITIES FOR LESSON #1
Use clicker response system to ask students the following questions
(also present in the PowerPoint presentation):
3
 Are radiographs important in planning patient’s treatment?
(Correct answer is Yes)
 Can you detect periodontal disease from radiographs?
o (Correct answer is Yes)
 Show image of healthy bone level radiographs and severe bone
loss radiographs (images are present in PowerPoint presentation
on slide #4) - ask students if the treatment for both patients
would be the same?
Provide students with Performance Objectives – In PowerPoint
presentation and explain through in class examples and practice,
students will be confident in their abilities in treating patients in clinic.
CONTENT PRESENTATION FOR LESSON #1
Work through PowerPoint presentation on instruction including:
 Information about healthy, mild, moderate and severe ranges
of bone levels
 Discerning the difference between bone level and bone loss
 How to write radiograph descriptions
 Examples of radiographs and their descriptions
 Illustrations
 Practice Examples
Total time for presentation of information – approximately 45
minutes
4
LEARNER PARTICIPATION FOR LESSON #1
Complete the first practice radiograph description on slide #16
together with instructor guidance.
Then have students break into six groups of 3-4 students and
distribute the three radiographic Case Studies (See Appendix D-F) –
there will be 2 of each case study. Give students time (approximately
10-15 minutes) to discuss with their group, and write the appropriate
radiograph description. Then have 1 group for each of the 3 different
case studies, present their results in front of the class and discuss
results.
Total time for Case Study completion and student presentation of
case studies – approximately 1 hour.
ASSESSMENTS FOR LESSON #1
See Appendix A for rubric on evaluating students case study results.
Use Clicker response system to ask students the following
multiple-choice questions (questions are present in PowerPoint
presentation):
 What is the healthy radiographic bone level range?
o 1-2mm’s from CEJ to crest of bone
 What is the mild radiographic bone loss range?
5
o 1-2mm’s bone loss (3-4mm’s from CEJ to crest of
bone)
 What is the moderate radiographic bone loss range?
o 3-4mm’s bone loss (5-6mm’s from CEJ to crest of
bone)
 What is the severe radiographic bone loss range?
o >5mm’s bone loss (>7mm’s from CEJ to crest of
bone)
FOLLOW-THROUGH ACTIVITIES FOR LESSON #1
Ask students following instruction, what information they gain
from radiographs about their patient’s oral health and why it’s
important in treatment to have up to date radiographs, and know how
to describe them.
LESSON PLAN #2
HOW TO WRITE PERIODONTAL DESCRIPTIONS
PERFORMANCE OBJECTIVES
 In class and clinical settings, dental hygiene students will be able
to list the healthy, mild, moderate and severe ranges for clinical
attachment levels and probing depths with no errors.

 Given a patient’s periodontal chart, dental hygiene students will
be able to determine if CAL’s are localized or generalized with no
errors.
6
 Given a patient’s periodontal chart, dental hygiene students will
be able to write a periodontal description to 100% accuracy.
 Text book: Foundations of Periodontics for the Dental Hygienist
(Fourth Edition)
 PowerPoint presentation for lesson #2 titled – How to Write
Periodontal Descriptions
 Three Case Studies (radiographs and periodontal chartings) –
two print outs of each. See Appendix G-I.

for note taking

 YouTube Video - www.youtube.com/watch?v=om-4ni5NKD8
(also present in PowerPoint presentation):
 Is the periodontal charting important in planning patient’s
treatment?
o (Correct answer is Yes)
 Show image of a healthy periodontium and severe periodontal
disease (images are in PowerPoint presentation on slide #3), ask
students if the treatment for both patients would be the same?
7
students will be confident in their abilities in treating patients in
clinic.
 Information about healthy, mild, moderate and severe ranges
of the periodontium
 Information about localized vs. generalized
 Discerning the difference between healthy and periodontal
disease
 Discussing recession and inflammation vs periodontal disease
regarding clinical attachment level
 Utilizing radiographs in writing periodontal descriptions
 How to write periodontal descriptions
 Show YouTube video: www.youtube.com/watch?v=om-4ni5NKD8
 Examples of periodontal chart and their descriptions
 3 Case Studies (See Appendix G-I)
minutes

Go over example radiographs and periodontal chart on slide #16 in
PowerPoint presentation in class and ask students about CAL’s and
radiograph and periodontal descriptions – provide learner guidance.
8
distribute the three Periodontal Case Studies (See Appendix G-I) –
there will be 2 of each case study. Give students time (approximately
10-15 minutes) to discuss with their group, and write the appropriate
radiograph and periodontal descriptions. Then have 1 group for each
of the 3 different case studies, present their results in front of the
class and discuss results.
Total time for Case Study completion and student presentation of
case studies – approximately 1 hour.
See Appendix B for rubric on evaluating students case study

results.
Use Clicker response system to ask students the following multiple-
choice questions (questions are present in PowerPoint presentation):
 What is the healthy clinical attachment level range?
o 1-3mm’s CAL
 What is the mild clinical attachment level range?
o 4-5mm’s CAL
 What is the moderate clinical attachment level range?
o 6-7mm’s CAL
 What is the severe clinical attachment level range?
o 8+mm’s CAL
9
 What % of affected teeth is considered generalized?
o 30% or more
from the periodontal chart about their patient’s oral health and why it’s
important in treatment to have up to date radiographs and periodontal
charting, and know how to describe them.
LESSON PLAN #3
SELECTING APPROPRIATE TREATMENT PLANS
PERFORMANCE OBJECTIVE
 Using the radiograph and periodontal descriptions, dental
hygiene students will be able to determine the appropriate
treatment plan to 100% accuracy.
 Text book: Foundations of Periodontics for the Dental Hygienist
(Fourth Edition)
 PowerPoint presentation for lesson #3 titled – Selecting
Appropriate Treatment Plans

 Concept mapping tool such as cmap.ihmc.us or students can
complete concept map using Microsoft Office or pen and paper

 Six Case Studies (radiographs and periodontal chartings). See
Appendix J-O.
for note taking
10
(also present in PowerPoint presentation):
 All you need to plan a treatment plan is the Periodontal Charting.

o (Correct answer is FALSE)
 Show image of severe periodontal disease patient and ask if
doing a prophylaxis would be an appropriate treatment plan for
this patient
o (Correct answer is No)
students will be confident in their abilities in treating patients in clinic.
 Information about treatment plans
 Deciding when to use what treatment plan
 Using radiographs and periodontal descriptions to get the
treatment plan
 Creating a Concept Map on the process of treatment planning
 Examples of radiographs and periodontal chartings and what
the treatment plan would be
 6 Case Studies (See Appendix J-O)
11
minutes

Have students create a concept map about the process of
treatment planning. The students can either use an online resource
such as cmap.ihmc.us, or use a Microsoft Office program, such as
PowerPoint or Word, or simply pen and paper. See Appendix P for an
example of a concept map.
distribute the six Case Studies (See Appendix J-O). Give students
time (approximately 30 minutes) to discuss with their group, and write
the appropriate radiograph and periodontal descriptions and treatment
plans. Then have each group present their results in front of the class
and discuss results.
Total time for Concept Mapping and Case Study completion and
student presentation of case studies – approximately 1.5 hours.
See Appendix C for rubric on evaluating students case study results.
from radiographs and the periodontal charting about their patient’s
oral health and why it’s important in planning their patient’s treatment
plan.
12
APPENDIX A
Performance Objective: Given a patient’s radiographs and

bone level measurements, dental hygiene students will be able to write
a radiographic description to 100% accuracy.
Successful completion requires 100% yes responses.
Yes No
Starts description
with: Patient presents
with
Student identifies
correct health level
(healthy, mild,
moderate or severe)
Student justifies
health level by saying,
as evidenced by…
13
Identifies correct bone
level ranges in mm’s
Student identifies
localized or
generalized
Student writes
accurate radiograph
description
APPENDIX B
Performance Objective: Given a patient’s periodontal chart,

dental hygiene students will be able to write a periodontal description
to 100% accuracy.
Yes No
Starts description
with: Patient presents
with
Student identifies
correct health level
(healthy, mild,
moderate or severe)
Student justifies
health level by saying,
as evidenced by…
Identifies correct
14
clinical attachment
level ranges in mm’s.
Notes if higher levels
are due to recession
or inflammation
Student identifies
localized or
generalized
Student writes
accurate periodontal
description
APPENDIX C
Performance Objective: Using the radiograph and periodontal

descriptions, dental hygiene students will be able to determine the
appropriate treatment plan to 100% accuracy.
Yes No
Student uses both
radiograph and
periodontal
description to plan
treatment plan
Student identifies past
periodontal treatment
Selects the
appropriate treatment
plan
15
Student can explain
rationale for
treatment plan
selection
APPENDIX D
Radiograph Case Study #1

Measurements are 1-2mm’s from CEJ to crest of bone
OTHER than the following:
#2,3, 8, 14, 15, 30 and 31 are 3-4mm’s from CEJ to crest of
bone
16
Write the radiograph description for this set of radiographs:
APPENDIX E

Measurements are 3-4mm’s from CEJ to crest
of bone on #5-6, 20-28, 32 and 5-6mm’s from
CEJ to crest of bone on #1-3, 7-16, 29,30
17
APPENDIX F

All measurements are 1-2mm’s from CEJ to crest of bone.
18
APPENDIX G
Periodontal Description Case Study #1
15 year old female with no hx of previous periodontal treatment
19
Measurements: #2-5, 10-11, 13-15, 18-20, 28-29, 31 are 3-4mm’s
from CEJ to crest of bone. #6, 12, 21, 27 and 30 are 5-6mm’s
from CEJ to crest of bone. #7-9, 22-26 are 7-10mm’s from CEJ
to crest of bone
Periodontal Charting
NOTICE: For this periodontal charting, the CAL is calculated under

Attachment Loss (as loss, not level)
20
Write the radiographic description for this patient:
Write the periodontal description for this patient:
APPENDIX H
24 year old male, new patient, no history of periodontal treatment
21
Measurements:
All bone level measurements are 1-2mm’s from
CEJ to crest of bone
22
APPENDIX I
23
54 year old male, new patient, has not seen a dentist in over 20 years
Measurements:
3-4mm’s from CEJ to crest of bone on #5-6, 20-28,
32
and 5-6mm’s from CEJ to crest of bone on #1-3, 7-
16, 29,30
24
APPENDIX J
Treatment Plan Case Study #1
25
34 year old Female, history of periodontal disease since teens.
Measurements are 1-2mm’s from CEJ to crest of bone OTHER than the following: #2,3,
8, 14, 15, 30 and 31 are 3-4mm’s from CEJ to crest of bone
Radiograph Description:
26
Periodontal Description:
Treatment Plan:
APPENDIX K

15 year old female, no hx of periodontal treatment. Bone level measurements: #2-5, 10-
11, 13-15, 18-20, 28-29, 31 are 3-4mm’s from CEJ to crest of bone.
#6, 12, 21, 27 and 30 are 5-6mm’s from CEJ to crest of bone.
#7-9, 22-26 are 7-10mm’s from CEJ to crest of bone
27
28
Periodontal charting – NOTICE: For this periodontal charting, the CAL
is calculated under Attachment Loss (as loss, not level)
Treatment Plan:
29
APPENDIX L

24 year old male, new patient, no hx of periodontal treatment
Measurements: All bone level measurements are 1-2mm’s from CEJ to crest
of bone
30
Treatment Plan:
31
APPENDIX M

54 year old male, new patient, has not been to the dentist in
over 20 years
Measurements are 3-4mm’s from CEJ to crest of bone on
#5-6, 20-28, 32 and 5-6mm’s from CEJ to crest of bone on
#1-3, 7-16, 29,30
32
Treatment Plan:
33
APPENDIX N

61 year old male, hx of SRP treatment and periodontal surgery – on 3month
recares
Measurements are 1-2mm’s from CEJ to crest of bone, #23 and 25-26 are 3-
4mm’s from CEJ to crest of bone, #24 is 5-6mm’s from CEJ to crest of bone
34
Treatment Plan:
35
APPENDIX O

32 year old female, new patient, no hx of periodontal treatments
Measurements are 1-2mm’s from CEJ to crest of bone
36
Treatment Plan:
37
APPENDIX P
38
REFERENCES
Ertmer P, Newby T. Behaviorism, Cognitivism, Constructivism: Comparing Critical

Features from an Instructional Design Perspective. Wiley Online Library; 2003.
http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/peggy_2013_com
paring_critical_features.pdf. Accessed April 20, 2018.
39

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DENTAL HYGIENE

By: Lindsey Landes

Introduction INSTRUCTIONAL GOAL.........................1

Lesson plan #1..........................................................3

HOW TO WRITE RADIOGRAPHIC DESCRIPTIONS........3

Lesson plan #2..........................................................6

HOW TO WRITE PERIODONTAL DESCRIPTIONS..........6

Lesson plan #3........................................................10

SELECTING APPROPRIATE TREATMENT PLANS.........10

In the clinical setting, dental hygiene students will be able to use

the information they gathered during the assessment of their patient,

to accurately write periodontal and radiograph descriptions with 100%

proper treatment for their patient.

This instruction is intended for dental hygiene students. The

learner group class size is 20 students. These students range in age

1 male. Approximately 50% are Caucasian females, the other 50% is

made up of Latino, Asian, and African American females and one

Arabic male. English is the second language of approximately 10% of

the students. All students have completed at least 1-2 years of

undergraduate college level courses and 1 semester of dental hygiene

courses. The motivation level of all students should be considered as

high, as getting into the dental hygiene program is quite rigorous.

This unit of instruction includes three lesson plans delivered over

three days. Each lesson plan is approximately 2-2.5 hours in length.

presentations, online videos, demonstrations, case-studies, and in

class practice and participation. Learning theories involved in this unit

include Constructivism, Cognitivism and Behaviorism.

Constructivism will be used during instruction through

collaborative learning, problem-based learning and coaching (Ertmer.

Together, with instructor guidance as needed, will complete

descriptions and treatment plans.

Cognitivism will be used through explanations, demonstrations,

illustrative examples, and links to prior knowledge (Ertmer. P.). In

each lesson plan, there will be a PowerPoint presentation which will

use explanations and illustrative examples. In class demonstrations

with example patient cases will be presented. Links to prior

knowledge will be important to utilize as the students will need to

recall previously learned information to understand these new

Behaviorism will be incorporated through instructional cues to

elicit correct response, practice paired with target stimuli,

reinforcement for correct responses, corrective feedback, building

fluency, and multiple opportunities/practice (Ertmer. P.). Practice

reinforcements for responses.

 In class and clinical settings, dental hygiene students will be able

to list the healthy, mild, moderate and severe ranges for

radiographic bone levels with no errors.

able to determine if bone levels are healthy 100% of the time.

able to determine how much bone loss is present with no errors.

dental hygiene students will be able to write a radiographic

description to 100% accuracy.

RESOURCES AND MATERIALS NEEDED FOR LESSON #1

 PowerPoint Presentation for lesson #1 titled – How to Write

for note taking

PRE-INSTRUCTIONAL ACTIVITIES FOR LESSON #1

Use clicker response system to ask students the following questions

(also present in the PowerPoint presentation):

(Correct answer is Yes)

 Can you detect periodontal disease from radiographs?

o (Correct answer is Yes)

 Show image of healthy bone level radiographs and severe bone

loss radiographs (images are present in PowerPoint presentation

on slide #4) - ask students if the treatment for both patients

would be the same?