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

2022 ◽  
pp. 541-555
Author(s):  
Karly Cordova
Keyword(s):  
Autism Spectrum Disorder ◽  
Public School ◽  
Intellectual Disabilities ◽  
School Setting ◽  
Self Care ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Staff ◽  
Empirically Supported ◽  
Residential Staff

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.

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

2020 ◽  
pp. 16-35
Author(s):  
Karly Cordova
Keyword(s):  
Autism Spectrum Disorder ◽  
Public School ◽  
Intellectual Disabilities ◽  
School Setting ◽  
Self Care ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Staff ◽  
Empirically Supported ◽  
Residential Staff

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.

Erratum: Stanish et al. (2015)

2018 ◽  
Vol 35 (3) ◽  
pp. 326
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Intellectual Disabilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Perceived Barriers ◽  
Activity Levels ◽  
Typically Developing ◽  
Link Type ◽  
Activity Enjoyment

In the article Stanish, H., Curtin, C., Must, A., Phillips, S., Maslin, M., and Bandini, L. (2015). Enjoyment, barriers, and beliefs about physical activity in adolescents with and without autism spectrum disorder. Adapted Physical Activity Quarterly, 32(4), 302-317. doi:10.1123/APAQ.2015-0038, the authors omitted acknowledgment that the study was an extension of a larger (parent) study that compared physical activity levels and correlates among adolescents with intellectual disabilities (ID) and typically developing (TD) adolescents. Some of the methods for the study published in this journal are identical to those in the parent study, and the same comparison group of TD adolescents was used for both disability groups (ID and autism spectrum disorder). The online version of the article has been corrected.The parent study was published as Stanish, H.I., Curtin, C., Must, A., Phillips, S., Maslin, M., & Bandini, L. (2016). Physical activity enjoyment, perceived barriers, and beliefs among adolescents with and without intellectual disabilities. Journal of Physical Activity and Health, 13(1), 102–110. doi:10.1123/jpah.2014-0548.

Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings

2020 ◽  
Vol 6 (3) ◽  
pp. 205-214
Author(s):  
Yong-Hwee Nah
Keyword(s):  
Autism Spectrum Disorder ◽  
School Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Teachers ◽  
Content Type ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
Students With Autism ◽  
Challenging Behaviours

Purpose Students with autism spectrum disorder (ASD) often have challenging behaviours that can create significant teaching challenges in group settings such as in mainstream pre-school inclusive settings. This study aims to identify and understand, from the perspectives of mainstream pre-school teachers in Singapore, the type of common challenging behaviours observed in pre-schoolers (mean age = 4.5 years, SD = 1.1, range = 3-6) with ASD. Design/methodology/approach Participants consisted of 62 teachers (mean age = 35.8 years; SD = 10.8) teaching in mainstream pre-school centres located in Singapore completed an open-ended survey. Twelve codes were generated and served as guidelines for coding the qualitative data. Codes with similar themes were then grouped to form four construct categories: social communication, restricted and repetitive behaviours, attention and learning and others. Findings Results indicated that difficulty with change/transition and social/peer interaction were the most concerning issues across all settings, whereas “lesson time” and “circle time” were the two most common activities/settings in which the concerns were reported by teachers. Originality/value Findings from this paper may add to the limited research looking at the challenging behaviours exhibited by children with ASD in mainstream pre-school settings in Singapore. Understanding the type of challenging behaviours presented in pre-schoolers with ASD and the activities/settings in which these behaviours occur may help the teachers to link the difficulties to specific interventions to further support their inclusion in a mainstream pre-school setting.

Oxytocin levels and sex differences in autism spectrum disorder with severe intellectual disabilities

2019 ◽  
Vol 273 ◽  
pp. 67-74 ◽  
Author(s):  
Chie Aita ◽  
Yoshito Mizoguchi ◽  
Miwako Yamamoto ◽  
Yasuhisa SeguchI ◽  
Chiho Yatsuga ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Intellectual Disabilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Severe Intellectual Disabilities
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