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Module: Orthodontics
Faculty Teaching Guide for Specialty Chairside
Assisting
Module – Orthodontics
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Faculty Teaching Guide for Specialty Chairside Assisting
Faculty Teaching Guide for Specialty Chairside Assisting
Module: Orthodontics
Review of Previous Module
Review topics from the previous module to confirm understanding prior to presenting new material.
Module Overview
This module will discuss the dental assistant’s responsibilities as a team member for the specialty of orthodonitcs.
Specialty procedures may be performed by a general dentist or the patient may be referred to an expert limited to
a particular discipline. The general dentist works closely with the orthodontist to ensure the best overall care for
the patient. Orthodontists primarily treat the child patient.
The Big Picture
Faculty Teaching Guide for
Specialty Chairside Assisting
Module:
Orthodontics
Section 1:
Orthodontics
Part A: The Orthodontic
Team
Part B: Orthodontics
Resources
This module utilizes the following learner resources:
Textbook: Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead.
Delmar Learning, 2004. ISBN 1-4018-3480-9.
Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.
Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.
Instructor’s Manual: Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach,
2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.
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Module: Orthodontics
Electronic CD-ROM: Delmar’s Dental Assisting Interactive Skills and Procedures CD-ROM, ISBN 1-4018-3485-X
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint presentation for
Specialty Chairside Assisting.
Section 1: Orthodontics
Section Overview
Orthodontics is the branch of dentistry concerning the diagnosis, prevention, and treatment of malalignment and
irregularities of the teeth, jaws, and face. The patient is referred to the orthodontist by the general dentist and
they work together in order to provide the best treatment. Early detection of developmental abnormalities, and
harmful habits which may contribute to orthodontic problems, could prevent malocclusion. Steps such as the
removal of malaligned teeth can be taken with the purpose of correcting problems that are just beginning. Fixed
and removable orthodontic appliances are used to restore dentition to fully function and aesthetic conditions.
Outline of Section
The Adult Learner….
Part A: The Orthodontic Team
Part B: Orthodontics
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and Competencies
as stated.
Knowledge
1. Define the Key Terms.
Comprehensive
has many experiences
that can be used to
build this material on.
Adult learners do well
in class when their
previous experiences
and successes are
acknowledged. Work
to get to know each
learner and bring them
in as “experts” in
appropriate situations.
2. Define and describe orthodontics and the DA’s role in an orthodontic setting.
3. Describe occlusion and malocclusion.
4. Define and describe what is included in preventive, interceptive, and corrective orthodontic treatment.
5. Explain the process of tooth movement.
6. Differentiate between fixed and removable appliances.
7. State the functions of basic orthodontics instruments.
8. Describe the stages of orthodontic treatment.
Application
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Faculty Teaching Guide for Specialty Chairside Assisting
9. Demonstrate the knowledge and ability to assist during orthodontic treatment.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 1)
[Insert In-Class Activity icon] Field Trip (Part A, All Objectives)
[Insert In-Class Activity icon] Placement and Removal of Elastic Separators (Part B, Objective 9)
[Insert In-Class Activity icon] Cementation of Orthodontic Bands (Part B, Objective 9)
[Insert In-Class Activity icon] Direct Bonding of Brackets (Part B, Objective 9)
[Insert In-Class Activity icon] Placement of the Arch Wire and Ligature Ties (Part B, Objective 9)
[Insert In-Class Activity icon] Completion Appointment (Part B, Objective 9)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert Homework Assignment icon] Interactive Skills and Procedures CD-ROM (Part B, Objective 9)
[Insert Homework Assignment icon] Workbook Assignment (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
Part A: The Orthodontic Team
Overview
As with all dental offices, the personnel in an orthodontic facility function as a team. There are many phases of
orthodontic treatment, including laboratory work that must be completed in order for successful results. Patients
seeking orthodontic treatment may be adults, but are most often children, who will continue treatment into their
young adult years. The orthodontic dental assistant is delegated many functions under the general supervision of
the orthodontist, especially in states where expanded functions are practiced. Although individual members of the
dental health team have specific areas of responsibility, they all work together toward the shared goal of providing
the best possible care for their patients.
Teaching Tip
Initial Questions and Activities
1. How do you think orthodontics works to move teeth? With this in mind, what
are going to be some of the concerns of a patient who goes to an
orthodontic office.
Tooth movement occurs through pressure, causing bone to be
removed on one side of a tooth, and bone to fill in on the other side.
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Quiz learners on the basics
on a regular basis. Basics
include patient education
concepts and
confidentiality issues. Use
in-class lab situations to
keep learners thinking
about everything they are
learning. This strategy will
help tie everything
together.
Module: Orthodontics
Is it going to hurt, will I be able to return to work after the procedure,
will there be much swelling or bleeding.
Key Concepts
References and Activities
Slides
Introduction to Module
Slides 1-2
Introduction to Section
Slides 3-4
Key Terms
[Insert Home Ass icon] Key Term Glossary
Slides 5-6
The Orthodontic Team
Chapter ____, pgs. ____
Slides 7-9
[Insert Group Activity icon] Field Trip
[Insert Home Ass icon] Textbook Assignment
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Field Trip (Part A, All Objectives). Goal: For learners to see an orthodontic practice in person. Instructor
should call an orthodontic office and set up a time for the dental assisting learners to visit as a group. During
the tour, learners should write down what they see staff members doing. They then should prepare a short
report to present and discuss in class.
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. What is the definition of aethetics? How important is esthetics in today’s society?
Aesthetics, which can also be spelled esthetics, means relating to the sense of beautiful, or good
taste. In other words, people want to look good, and often seek treatment to improve their looks. In
orthodontics, treatment is not only for aesthetics, but so the patient can function better during
mastication. Have learners share their opinions regarding the importance of looking good in today’s
Teaching Tip
society.
[Insert Home Ass icon]
Homework Assignments
Key Term Glossary. Learners will define key terms listed in the PowerPoint
presentation. They are to enter this glossary on disk, in a dedicated notebook or
in a designated part of a notebook. They are expected to augment information
from text or lecture with other resources including any available in the school or
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Be sure to relate
objectives and learning
points to how learners
will use this information
in the workplace. Give
real world examples or
analogies whenever
possible. Learners
appreciate seeing the
value of what they are
learning.
Faculty Teaching Guide for Specialty Chairside Assisting
public libraries or on the Internet and will be graded at the end of the module on
completeness and presentation.
Textbook Assignment. Learners are to read Chapter ____.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 1
[Insert SCA 4-1]
Power Point Presentation for Specialty Chairside
SCA – Stands for Specialty
Assisting
Chairside Assisting. The 1st
Module: Orthodontics, Pediatric Dentistry, and
Periodontics
number indicates the Module
Prior to introducing this module. Ask learners if any
called “Orthodontics. The 2nd
questions remain from the previous module. If questions
number indicates the slide.
remain review the material as needed.
Introduce this module.
Slide 2
[Insert SCA 4-2]
Module: Orthodontics
Introduce the sections and each part.
Slide 3
[Insert SCA 4-3]
Section 1: Orthodontics
Discuss each objective in detail. Learners need to know
what they will be learning and why. Try to relate it back to
their careers as dental assistants.
Slide 4
[Insert SCA 4-4]
Section 1: Orthodontics (cont.)
Continue to discuss each objective in detail.
Slide 5
[Insert SCA 4-5]
Key Terms
Review each key term and discuss.
Slide 6
[Insert SCA 4-6]
Key Terms (cont.)
Continue discussing each term.
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Module: Orthodontics
Homework Assignment: Stop here and go over the Key
Term Glossary assignment.
Slide 7
[Insert SCA 4-7]
Part A: The Orthodontic Team
Introduce the specialty field of orthodontics.
Explain that the orthodontic office is often set up in an
open bay design and that “perfect” orthodontic models,
completed by the DA, will be shown to the patient as well
as the parents when discussing the diagnosis, prognosis,
and cost of treatment.
Slide 8
[Insert SCA 4-8]
The Orthodontic Team
Discuss the orthodontic team members and each of their
responsibilities.
Slide 9
[Insert SCA 4-9]
Responsibilities of the Orthodontic Assistant
Explain how the orthodontic assistant works with the
dentist and also independently.
Discuss the variety of responsibilities that the orthodontic
assistant is responsible for. This slide only represents a
selection.
Point out how an individual can become a credentialed
orthodontic assistant.
In-Class Activity: Stop here for the Field Trip activity.
Homework Assignment: Stop here to assign and
discuss the homework.
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Faculty Teaching Guide for Specialty Chairside Assisting
Part B: Orthodontics
Overview
The orthodontic practice is a very hands-on specilaty for the dental assistant. The
DA will either assist the dentist or work independently in this type of specialized
Teaching Tip
dental practice. The dental assistant’s duties include preparing study models,
radiographs, cephalometric tracings, polishing the patient’s teeth, placing
sealants, placing and removing archwires, removing cement from brackets, and
removing bands and brackets. This part prepares the dental assistant to be
confident in performing these various types of duties.
Consider quizzing
learners prior to lecturing
on the reading
assignment. When
learners get into the
habit of expecting a quiz,
they also get into the
habit of preparing for
class. Thus learning
improves.
Initial Questions and Activities
1. Why would perfect orthodontic study models be necessary? What might happen if the study model isn’t
perfect?
During the consultation appointment for orthodontic treatment, plaster study models will be shown to
the parents. The dentist, office coordinator, or dental assistant will explain the diagnosis and
prognosis to the parents and the patient. Orthodontic plaster has more shine, or can even be
polished, so they emulate the quality of dentistry that will be completed and paid for at this office.
The individuals financially responsible to pay for the orthodontics will think that if the models are
sloppy, the dental treatment will probably also be careless. The dentist or office coordinator would be
embarrassed by the shoddy models and the dental assistant would probably lose their job.
Key Concepts
References and Activities
Slides
Orthodontics
Chapter ____, pgs. ____
Slides 10-19
[Insert Group Activity icon] Placement and
Removal of Elastic Separators
[Insert Group Activity icon] Cementation of
Orthodontic Bands
[Insert Group Activity icon] Direct Bonding of
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Module: Orthodontics
Key Concepts
References and Activities
Slides
Brackets
[Insert Group Activity icon] Placement of the
Arch Wire and Ligature Ties
[Insert In-Class Activity icon] Completion
Appointment
[Insert Home Ass icon] Interactive Skill and
Procedures CD-ROM
[Insert Home Ass icon] Workbook
Assignment
[Insert Home Ass icon] End of Chapter
Activities
Assessment Questions
Slide 20
Summary of Module
Slide 21
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Placement and Removal of Elastic Separators (Part B, Objective 9). Goal: For learners to understand how
elastic separators are placed and removed. Instructor should provide typodonts and ensure supplies are
available. Learners should be placed into groups. Learners should be graded on the procedure steps as
outlined on pg. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

Cementation of Orthodontic Bands (Part B, Objective 9). Goal: For learners to understand how orthodontic
bands are cemented in place. Instructor should provide a typodonts and ensure supplies are available.
Learners should be placed into groups. Learners should be graded on the procedure steps as outlined on pg.
____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

Direct Bonding of Brackets (Part B, Objective 9). Goal: For learners to prepare a set-up and assist during
direct bonding of orthodontic brackets. Instructor should ensure enough materials, supplies, and typodonts are
available, and should be the operator for this procedure. Learners should be separated into groups. Learners
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Faculty Teaching Guide for Specialty Chairside Assisting
should be graded on the procedure steps as outlined on pg. ____, Chapter ____. Learner workbooks contain
check off sheets that can be utilized.

Placement of the Arch Wire and Ligature Ties (Part B, Objective 9). Goal: For learners to prepare a set-up
and assist during placement of archwires and ligature ties. Instructor should ensure enough materials,
supplies, and typodonts are available. Learners should be separated into groups. Learners should be graded
on the procedure steps as outlined on pg. ____, Chapter ____. Learner workbooks contain check off sheets
that can be utilized.

Completion Appointment (Part B, Objective 9). Goal: For learners to prepare a set-up and assist during an
orthodontic completion appointment. Instructor should ensure enough materials, supplies, and typodonts are
available. Learners should be separated into groups. Learners should be graded on the procedure steps as
outlined on pg. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. How is enamel bonding accomplished?
Adhesion of orthodontic brackets to tooth enamel is accomplished by acid
Teaching Tip
etching with phosphoric acid, and then resin bonding agents penetrate into
Bring up all the real
world things that can go
wrong when learners do
not acquire these skills
and understand
thoroughly this
information. By
emphasizing the
negatives of not
learning, learners are
often encouraged to pay
more attention.
the undercuts that have been created.
2. Which dental cement released fluoride?
Glass ionomer cements release fluoride. Orthodontic bands are often
cemented in place with this cement because it helps prevent decay.
[Insert Home Ass icon]
Homework Assignments
Interactive Skills and Procedures CD-ROM. Learners should use the case studies presented on the CD-ROM
as practice in setting up the two orthodontic cases presented.
Workbook Assignment. Learners are to complete the workbook Chapter ____ questions. Learners should be
prepared to review these in class.
End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions in
Chapter ____.
Ideas for learners struggling with this material …
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Module: Orthodontics
 Research Damon Bracket System. Have learners go to http://www.invisalign.com and watch the video on
the Damon bracket system. Learners should prepare to discuss with the class what they learned. This new
and exciting orthodontic treatment could spark interest and motivation for the struggling learner.
Ideas for learners who are ahead and want to learn more…
 Research Orthodontics. Have learners go to http://www.braces.org and find out which month is orthodontic
health month and learn about the history of orthodontics. Have learners prepare to discuss what they have
learned with the class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 10
[Insert SCA 4-10]
Part B: Orthodontics
Review Part A. Review the homework and make sure that
any remaining questions are answered.
Introduce Part B.
Explain that normal occlusion is also ideal occlusion.
Describes the maximum contact of the maxillary and
mandibular teeth.
Discuss how during ideal occlusion, the maxillary posterior
teeth are one cusp distal to the mandibular posterior teeth.
Point out that the mesial buccal cusp of the maxillary first
permanent molar should occlude into the buccal groove of
the mandibular first molar.
Note to Instructor: This idea would be best illustrated by
using a typodont or model.
Point out that any deviation from the normal is called
malocclusion, and that there are several different
categories.
Refer learners to the Table in Chapter ____ that discusses
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Faculty Teaching Guide for Specialty Chairside Assisting
Angle’s classification. (This Table can also be found at the
end of this faculty guide.)
Slide 11
Causes of Malocclusion
[Insert SCA 4-11]
Explain the three reasons for malocclusion.
Slide 12
Malpositions of Groups of Teeth
[Insert SCA 4-12]
Ensure learners understand the various descriptions of
malpostioned teeth.
Refer learners to the Table in Chapter ____ that lists and
describes the terms for malpositions of groups of teeth.
(This Table can also be found at the end of this faculty
guide.)
Slide 13
Types of Orthodontic Treatment
[Insert SCA 4-13]
Describe how preventive treatment preserves the integrity
of what appears to be normal, such as: placing space
maintainers which permit eruption of permanent teeth into
normal occlusion, early detection of any cause of
interference with the regular eruption pattern, or recognition
and elimination of oral habits that might interfere with the
normal development of teeth and jaws.
Explain that interceptive treatment implies that
malocclusion exists and consists of procedures to lessen
the severity or eliminate the cause of malocclusion while it
is developing.
Discuss corrective treatment providing technical
procedures to reduce or eliminate malocclusion.
Explain that a combination of interceptive and/or preventive
treatment is necessary before corrective treatment is
begun.
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Module: Orthodontics
Ensure learners understand that tooth movement is
accomplished
Slide 14
[Insert SCA 4-14]
Process of Tooth Movement
Discuss how teeth move through the processes of
resorption and deposition of bone.
Explain how specialized bone cells called osteoclasts
cause the bone to resorb, or break down, and bone cells
called osteoblasts deposit new bone.
Explain how the forces applied to the teeth cause tooth
movement and how this slow and controlled movement is
precise and why full treatment takes around two years to
complete.
Slide 15
[Insert SCA 4-15]
Orthodontic Appliances
Describe the differences between fixed and removable
orthodontic appliances.
Explain how orthodontics bands, brackets, archwires,
ligature wires and plastic rings, buccal tubes, springs, and
elastics are attached to the teeth and cannot be removed
by the patient.
Discuss lingual braces, palatal separators, and space
maintainers.
Explain how removable appliances function to aid in
retaining teeth in place or for tooth movement.
Discuss headgear, activators, retainers, and tooth
positioners.
Address how technology has made Invisalign appliances
popular for those patients requiring only minor tooth
movement.
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Faculty Teaching Guide for Specialty Chairside Assisting
Slide 16
Orthodontic Instruments
[Insert SCA 4-16]
Discuss each type of orthodontic instrument illustrated on
the slide. These pictures can also be found in Chapter
_____.
Explain the function for each instrument.
Note to the Instructor: As much as possible, for a visual
aid, don’t just rely on the pictures on the PowerPoint or in
the textbook. Have available these instruments to hold up
in front of the class while discussing.
Slide 17
Orthodontic Instruments (cont.)
[Insert SCA 4-17]
Continue to discuss the name and function of each
specialized instrument.
Short Activity: After reviewing each instrument, have a
short quiz. Hold up each instrument one at a time and have
the learners shout out the name and use. Make sure all
learners get the chance to demonstrate their knowledge by
answering as the instruments are shown.
Slide 18
The Orthodontic Patient
[Insert SCA 4-18]
Address the differences between a diagnostic appointment
and a consultation appointment.
Explain that the DA has many responsibilities during the
pre-treatment phase of orthodontics.
Discuss the use of obtaining diagnostic records and
cephalometric radiographs.
Slide 19
Sequence of Orthodontic Treatment
[Insert SCA 4-19]
Discuss the progression of orthodontic treatment and the
DA’s responsibilities during each phase.
Ensure learners understand that the DA will educate and
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Module: Orthodontics
motivate the patient to brush, floss, to avoid certain foods,
and to use fluoride rinses so plaque doesn’t accumulate
around the orthodontic brackets.
Slide 20
[Insert SCA 4-20]
Assessment Questions
Short Activity: Stop here and have learners answer the
questions on the slide. Review material as needed to
enhance understanding.
Short Activity: Stop here and discuss the case study in
Chapter _____ of the textbook.
In-Class Activity: Stop here for all of the in-class activities
for Part B.
Homework Assignment: Stop here to assign and discuss
the homework.
Slide 21
[Insert SCA 4-21]
Summary of Module
Review the topics from this module. Ask for questions and
clarify material as needed.
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