This course provides a continuation of the development, theory, and practice of patient care. Topics include modification of treatment for special needs patients, advanced radiographic interpretation, and ergonomics. Upon completion, students should be able to differentiate necessary treatment modifications, effective ergonomic principles, and radiographic abnormalities.

Prerequisites: DEN 130

Corequisites: DEN 141

Class Hours: 1        Lab Hours: 0        Clinical/Work Exp.: 0        Credit Hours: 1


Cleft Palate and Cleft Lip Patients

  • Classify various formations of cleft palate and cleft lips.

  • Discuss the embryological occurrences that result in various clefts.

  • Describe the oral characteristics associated with cleft palate and/or lip.

  • Describe the physical characteristics of individuals with cleft palate and/or lip.

  • Discuss personal factors that may be experienced by individuals with clefts.

  • Describe the treatment of cleft palate and lip.

  • Discuss modifications in dental hygiene care for cleft palate and/or lip patients.

Geriatrics and Alzheimer’s Disease

  • Discuss physiological changes that occur in aging individuals.

  • Describe various disease processes in the elderly population.

  • Discuss the oral manifestations associated with aging patients as they relate to the lips, mucosa, tongue, salivary flow, teeth, and periodontium.

  • Discuss personal factors that may be experienced by elderly individuals.

  • Discuss modifications in dental hygiene care for the elderly.

Patients with Disabilities and Homebound, Bedridden, and Helpless Patients

  • Differentiate among various impairments, disabilities, and handicaps.

  • Discuss the importance of pretreatment planning with disabled patients.

  • Describe the process for transferring a patient to and from a wheelchair including mobile patient transfer, immobile transfer, and sliding board transfer.

  • Describe the process for assisting patients into the dental chair who rely on the use of a walking frame, crutches, or cane.

  • Discuss the process for proper patient positioning and stabilization of the disabled patient.

  • Describe modifications that may be required when treating a disabled individual in providing dental hygiene services.

  • List various oral manifestations associated with various physical disabilities.

  • List instruments and equipment needed for a homecare visit.

  • Discuss personal factors that may be experienced by homebound, bedridden, and helpless individuals.

  • Discuss adaptation of dental hygiene care and instructions for homebound, bedridden, and helpless individuals.

  • Discuss modifications to oral physiotherapy aids that can make them more effective for those with physical disabilities, homebound, bedridden, and helpless individuals.

  • Describe various instructions to provide to caregivers of those who care for disabled individuals, homebound, bedridden, and helpless individuals.

Mental Retardation, Down Syndrome, and Autism

  • List the various levels of mental retardation.

  • Discuss the etiology of mental retardation.

  • Describe the general characteristics (physical and oral) associated with mental retardation.

  • Discuss physical, mental, behavioral and oral characteristics of Down Syndrome.

  • Discuss physical, mental, behavioral and oral characteristics of Autism.

  • Discuss personal factors and dental hygiene care of patients with Down Syndrome and Autism.

Physical Impairments

  • Discuss the characteristics, personal factors, and dental hygiene care for those individuals who have experienced a cerebrovascular accident.

  • Discuss the characteristics, personal factors, and dental hygiene care for those individuals with muscular dystrophy.

  • Discuss the characteristics, personal factors, and dental hygiene care for those individuals with cerebral palsy.

  • Discuss the characteristics, personal factors, and dental hygiene care for those individuals with Parkinson’s Disease.

  • Discuss the characteristics, personal factors, and dental hygiene care for those individuals with Arthritis – rheumatoid vs. osteoarthritis.


  • Describe the systemic effects of alcoholism.

  • Discuss withdrawal syndrome associated with alcoholism.

  • Describe the various treatments of alcoholism.

  • Discuss dental hygiene considerations for the alcoholic patient.

Schizophrenia, Depression, Bipolar Disorder

  • Discuss the etiology of each of the indicated mental disorders.

  • List applicable statistics as they relate to each of the indicated mental disorders.

  • Describe the treatment methods utilized with each of the indicated mental disorders.

  • Discuss the management issues of patients who present with any of the indicated mental disorders in clinic.

  • Discuss the dental hygiene considerations for any of the indicated mental disorders.

Diseases of the Respiratory Tract - Asthma

  • Discuss the disorders of the lower respiratory tract – Asthma/COPD.

  • List and describe the classifications of asthma, and risk factors for COPD.

  • Describe what treatment adaption is required during dental hygiene care for people with lower respiratory diseases.

  • Describe the signs and symptoms of an asthma attack, and COPD.

  • Discuss the pathogenesis of Atopic (Allergic) Asthma.

  • Describe the summary of IgE-Mediated Hypersensivity Reactions of asthma.

  • Describe necessary medical treatment for people with asthma and COPD.

  • Discuss the oral manifestations of people with asthma and COPD.

  • Describe the dental hygiene care plan for the patient with asthma and COPD.


A Excellent 4 Grade Points Numerical grade of 90 - 100
B Above Average 3 Grade Points Numerical grade of 80 - 89
C Average 2 Grade Points Numerical grade of 70 - 79
D Below Average 1 Grade Point Numerical grade of 60 - 69
F Failed 0 Grade Point Numerical below 60
WP Withdraw Passing 0 Grade Point Issued if the course is dropped after the
census date and on or before the 60% point
of the course unless the instructor issues
a WF based on extenuating circumstances
WF Withdraw Failing 0 Grade Point Issued if the course is dropped after the
60% point of the course or the instructor
chooses based on extenuating circumstances


Regular, prompt attendance is essential for academic success. Students should strive for perfect attendance. It is recognized, however, that students may be absent from class occasionally. Students should reference the instructor's syllabus to determine the attendance requirement for this course. The instructor is responsible for enforcing the attendance requirement. It is the student's responsibility to withdraw from the course. Students may complete the withdrawal process in the Advising Center. Students may receive a grade of WP if they withdraw from a course by the 60% point/date of the course. Any student withdrawals that occur after the 60% point will result in a grade of WF. Exceptions to the "WF" grade may exist if the student has a mitigating circumstance. Students are encouraged to discuss withdrawal options with the faculty member and complete the withdrawal process in the Advising Center.


If you have a documented disability and wish to discuss academic accommodations, please contact Frank Pait, Counselor for Students with Disabilities, at extension 4222, in the Learning Assistance Center (LAC) located on the first floor of the Cuyler A. Dunbar Building (CAD).

If you are a student with a mobility impairment and have a class in a multi-story building, please discuss evacuation plans with your instructor.


Students shall be permitted excused absences from all classes two days per academic year for religious observances required by their faith. The absences requested in accordance with this policy are "one of" and not "in addition to" any absences otherwise permitted by the faculty for a class. The excused absence request must be submitted by the second class meeting and a minimum of two (2) weeks in advance of the absence. Please contact your instructor for the required forms.


Students at CVCC are expected to be honest in all academic pursuits, whether class, lab, shop, or clinical. Acts of academic dishonesty are considered unethical and subject to behavior sanctions. Examples of academic dishonesty include, but are not limited to the following:

1. Sharing information about the content of quizzes, exams, classroom/lab/shop/clinical assignments (scheduled or make-up) without approval of the instructor including but not limited to unauthorized copying, collaboration, or use of notes, books, or other materials when preparing for or completing examinations or other academic assignments (scheduled or make-up).

2. Buying, selling, or otherwise obtaining a copy of a quiz, exams, project, term paper, or like document, without approval of the instructor.

3. Plagiarism, which is defined as the intentional representation of another person's work, words, thoughts, or ideas (from any source) as one's own.

4. Failing to follow approved test taking procedures by performing such acts as:
  • Looking on another student's test
  • Use of unauthorized notes; written, electronic, or otherwise
  • Changing answers after exam is scored
  • Verbal, non-verbal, or electronic communication with another student during an exam

Instructors have the authority to impose either a warning, probation, or dismissal from the class for acts of academic dishonesty relative to classes under their supervision.

Students have an obligation to report any acts of academic dishonesty to the instructor or appropriate campus authority when reasonable grounds exist for such a report. Students also have a responsibility to cooperate in the investigation of any alleged acts of academic dishonesty. Failure to report acts of academic dishonesty could result in a behavior sanction as outlined in the Student Conduct Policy, Policy 3.18


Reporting and Response to Sexual Violence, Sexual or Gender-based Harassment, and Other Sexual Misconduct

"Title IX Violations" is the term that will be used to include "sexual violence, sexual or gender-based harassment, and other sexual misconduct" and is explained further in Procedure 3.18.2. The Procedure can be found on the CVCC Website under About Us/Procedures.

Procedure 3.18.2 applies exclusively to Title IX Violations allegations. All other forms of harassment and/or discrimination are handled under Policy 3.18: Student Code of Conduct.

Students and/or employees are encouraged to report Title IX Violations in any of its forms, including, but not limited to, sexual or gender-based harassment, rape, sexual assault, other forcible and non-forcible sex offenses, domestic or dating violence, or stalking, and CVCC supports this procedure for students and employees in compliance with Title IX legislation.

Any student who believes that he or she is being, or has been subjected to, Title IX Violations is encouraged to file a report of the alleged Title IX Violations promptly with the Title IX Coordinator, Dean for the School of Access, Development, and Success.


To Report a Serious Emergency Dial 911 from any campus phone or 911 from mobile phones; then dial 711 (Campus Safety & Security) from a campus phone.

For specific CVCC emergencies guidelines, please refer to the CVCC Emergency Guidebook


Quickly get all persons behind a locked door, close blinds, lock all windows/doors, and turn off lights. Sit against an interior wall away from windows and doors (hide). Keep cell phones ON in silent mode or vibrate. Do not leave the locked area until notified by a known CVCC administrator or by law enforcement that the emergency is over.

Seek Shelter (tornados, hurricanes, etc.)
Move to hallways and/or other inner rooms. Stay away from windows and doors. Sit on floor facing the inner wall and shield head with hands. Remain in shelter until notified by CVCC administration or by emergency personnel that the danger is over.

Building Evacuation
Leave the building immediately and proceed to a parking lot location at least 300 feet from the building. Do not delay to retrieve books or other personal items. Do not use elevators. Do not touch suspicious objects. Stay clear of the building once outside. Faculty should take class rosters if possible and account for all students at evacuation locations. Report any special assistance needed to CVCC faculty/staff or to emergency personnel. If you are aware or suspect someone is trapped in a threatened building, notify CVCC faculty/staff or emergency personnel. Remain at your building evacuation location until further instructions are provided by CVCC administration or by emergency personnel. In case of bomb threat, avoid using cell phones and wireless devices; this may detonate the bomb.

Smoke, Fire or Hazardous Materials
Activate the nearest fire alarm. Before attempting to fight a fire, notify someone nearby. Never attempt to fight a fire larger than wastebasket size. Close doors and windows to isolate the problem if the situation permits. If trapped in a building during a fire, use wet towels or cloths to protect you from flames and smoke. Stop/drop/roll if your clothes catch on fire. Do not open doors that feel hot. Always stay between the fire and an exit. Stay low to the floor as you try to exit.

Personal Emergencies
Unless you feel threatened, stay with the victim until emergency personnel arrive. Avoid contact with bodily fluids. Stay calm and try to minimize panic. If the person is conscious, ask if he/she is a High School student (if so, include this information in your 911 call).

Emergency Procedures Revised: April 4, 2012

Cell phone backup to 711 Campus Safety & Security:

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