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Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability

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Abstract

Little applied research focuses on teaching feminine hygiene skills to females with disabilities, yet this is a common clinical concern. The current study demonstrates the use of chaining to teach two young females with autism spectrum disorder feminine hygiene skills. A nonconcurrent multiple baseline across participants was utilized, and the results indicate that both participants acquired the skill. Generalization probes with one participant indicated the skill generalized to novel stimuli.

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Author information

Authors and Affiliations

  1. Trumpet Behavioral Health, 1401 Parkmoor Ave. Suite 208, San Jose, CA, 95126, USA

    Sarah E. Veazey, Amber L. Valentino, Adeline I. Low, Alyssa R. McElroy & Linda A. LeBlanc

Authors
  1. Sarah E. Veazey
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  2. Amber L. Valentino
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  3. Adeline I. Low
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  4. Alyssa R. McElroy
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  5. Linda A. LeBlanc
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Corresponding author

Correspondence to Amber L. Valentino.

Additional information

Utility for Clinicians

• Learn effective strategies for teaching feminine hygiene skills

• Obtain strategies for evaluating generalization of acquired skills

• Obtain a task analysis of critical steps in feminine care routines

• Learn strategies for implementing procedures during a consumer’s menstrual cycle

Appendix

Appendix

Table 1 Task analysis for soiled underwear
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Table 2 Task analysis for soiled sanitary napkin
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Table 3 Task analysis for soiled underwear and sanitary napkin
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Veazey, S.E., Valentino, A.L., Low, A.I. et al. Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability. Behav Analysis Practice 9, 184–189 (2016). https://doi.org/10.1007/s40617-015-0065-0

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  • DOI: https://doi.org/10.1007/s40617-015-0065-0

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