Quality, usefulness, reliability, and accuracy of YouTube™ information on dental visits for children with autism: a cross-sectional study.

Researchers looked at 93 YouTube videos about taking autistic children to the dentist. They found videos made by dentists and health professionals were higher quality than videos sharing personal experiences. However, families often preferred the personal experience videos, while dental professionals liked educational webinars better. Both groups found tip-based videos helpful.

YouTube can be a good free resource to help prepare your autistic child for dental visits, but it's important to choose quality videos.

This cross-sectional study analyzed 93 YouTube videos about dental visits for children with autism spectrum disorder (ASD) to evaluate their quality, usefulness, reliability, and accuracy. Two evaluators assessed videos using standardized scales including the Global Quality Scale (GQS), modified DISCERN (mDISCERN), and Veracity Classification. Videos created by health professionals scored significantly higher on quality measures (3.9 ± 0.6) compared to personal experience videos (2.8 ± 0.7), with a mean difference of 1.1 points. Webinars were rated most useful by dental professionals, while families preferred personal experience content.

Tips-oriented videos were consistently valued by both groups. The study concludes that YouTube serves as a valuable, accessible resource for preparing children with ASD for dental visits, but recommends promoting high-quality, evidence-based content.

Dental professionals should actively recommend high-quality YouTube videos and consider creating evidence-based educational content. A balanced approach incorporating both professional expertise and relatable personal experiences may optimize preparation strategies. Healthcare providers should guide families toward reliable online resources while acknowledging their preference for experiential content.

Study analyzed only YouTube content and may not represent all available online resources. The abstract does not specify participant demographics, video selection criteria, or inter-rater reliability measures. Cross-sectional design provides snapshot rather than longitudinal assessment of content quality over time.

The aim of this study was to analyze the content of YouTube™ videos related to dental visits for children with autism spectrum disorder (ASD), as well as to evaluate their quality, usefulness, reliability, and accuracy in supporting preparation for the first visit to the dentist. A total of 93 videos were analyzed between April 24to 4May 2025. Two evaluators assessed each video using the Global Quality Scale (GQS), modicied DISCERN (mDISCERN) and a Veracity Classification. Discrepancies were resolved by a third reviewer.

Recorded variables included: video type, language, country, duration, views, likes, comments, source, category, and the interaction index. As well as quality, usefulness, reliability, and accuracy classifications. Benjamini-Hochberg False Discovery Rate (FDR) method to adjust multiple comparisons. Videos created by health professionals showed significantly higher mean GQS scores (3.9 ± 0.6) compared with those based on personal experiences (2.8 ± 0.7), with a mean difference of 1.1 points (95% CI: 0.8-1.4; p < 0.001).

Webinars were rated as the most useful by dental professionals, while families valued personal experiences more highly. Tips-oriented videos were consistently considered useful by both groups. YouTube™ serves as a valuable, freely accessible repository of information to help families prepare children with ASD for dental visits. Promoting high-quality, accurate, and reliable online content can support better preparation for first dental visits of children with ASD.

Dental professionals should recommend trustworthy videos and participate in the creation of evidence-based educational materials.