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

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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.

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Acknowledgment

This research is supported by Grant H325K080108, Office of Special Education programs. The statements in this article do not necessarily represent the views of the U.S. Department of Education. The authors wish to thank Dr. Gregory MacDuff for his insightful comments, Allison Krug for her thoughtful editing, and all the mothers and young girls who participated for their time and assistance.

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  1. San Diego State University, 5500 Campanile Dr., San Diego, CA, 92182, USA

    Lesley S. Klett & Yasemin Turan

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  1. Lesley S. Klett
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  2. Yasemin Turan
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Correspondence to Yasemin Turan.

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Klett, L.S., Turan, Y. Generalized Effects of Social Stories with Task Analysis for Teaching Menstrual Care to Three Young Girls with Autism. Sex Disabil 30, 319–336 (2012). https://doi.org/10.1007/s11195-011-9244-2

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