Teaching Menstrual Care to a Student With Autism Spectrum Disorder in a School Setting

Karly Cordova (Positive Behavior Supports Corp., USA)
Copyright: © 2020 |Pages: 35
EISBN13: 9781799855194|DOI: 10.4018/978-1-7998-2987-4.ch002
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Abstract

There is a lack of training for parents, school staff, and residential staff aimed at helping persons with intellectual disabilities acquire menstrual self-care skills. This may be due in part to the sensitive nature of this topic, the aversion to performing menstrual care for individuals with a disability, and the lack of empirically supported training protocols. This chapter critically reviews behavior analytic research on menstrual care that has been published in peer reviewed journals. This is followed by a case illustration using behavior analytic methods to teach menstrual self-care skills for a student with autism spectrum disorder in a public school setting. Evaluated using a multiple baseline across behaviors design, it was shown that the student increased her independent performance of selected menstrual self-case skills.
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