Generalized Effects of Social Stories with Task Analysis for Teaching Menstrual Care to Three Young Girls with Autism

Abstract  
Individuals with autism spectrum disorder (ASD) have distinctive needs with respect to sexual development and education. This
pilot study evaluates the effectiveness of a parent-implemented Social Story intervention with an embedded visual task analysis
to teach menstrual care skills to three young girls with ASD. Skill generalization was evaluated using two different types
of pads and a simulated condition (i.e., a pad with red syrup). Social validity of target behaviors, intervention procedures
and intervention effects were evaluated. Additionally, qualitative changes in participant behaviors were measured via phone
interviews with the participants’ mothers (Bruess and Greenberg 1994) 1 year later. Results indicate that participants were more knowledgeable about reproductive development and were able to
independently care for their menses regardless of pad type (wings vs. no-wings) and condition (clean vs. dirty). Parents reported
high satisfaction with the intervention procedures and outcomes. Implications of the study and future research are discussed.

  • Content Type Journal Article
  • Category Original Paper
  • Pages 1-18
  • DOI 10.1007/s11195-011-9244-2
  • Authors
    • Lesley S. Klett, San Diego State University, 5500 Campanile Dr., San Diego, CA 92182, USA
    • Yasemin Turan, San Diego State University, 5500 Campanile Dr., San Diego, CA 92182, USA
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