Introduction
The research paper titled “Effects of a video prompting intervention to teach menstrual care skills to individuals with autism” aims to examine the effectiveness of video prompting interventions in teaching menstrual care skills to individuals with autism. The study is conducted by Molly K. Oshinski, Terry S. Falcomata, and Patricio Erhard from the Department of Special Education, The University of Texas at Austin.
Background
Individuals with autism spectrum disorders and other developmental disabilities (ASD/DD) often need to be explicitly taught personal hygiene skills such as menstrual care, penile care, and washing and cleaning of intimate body parts. The taboo and private nature of intimate care skills has often led practitioners to avoid teaching these skills, which may leave individuals with ASD/DD (Developmental Delay) more vulnerable to abuse and other health concerns.
Methodology
The study used a single-case multiple-baseline design across participants to evaluate the effects of a video prompting intervention on the acquisition of menstrual care skills. The participants were three females with ASD aged between 12 and 14 years. The intervention consisted of a video prompting model that demonstrated the steps involved in menstrual care. The participants were required to watch the video and perform the steps involved in menstrual care.
Results
The results of the study showed that the video prompting intervention was effective in teaching menstrual care skills to the participants. The participants demonstrated an increase in the score of questionnaires about menstruation, comprehension of the material, and behavioral care skills during the menstrual period, even when the type of sanitary napkins and the bathroom used were different.
Conclusion
The study concludes that video prompting interventions can be an effective method for teaching menstrual care skills to individuals with ASD/DD. The findings suggest that interventions for the acquisition of personal hygiene skills can benefit individuals with ASD/DD. The study also highlights the importance of teaching personal hygiene skills to individuals with ASD/DD to prevent abuse and other health concerns.
FAQ
Q: What is a video prompting intervention?
A: A video prompting intervention is a technique used to teach individuals with autism and other developmental disabilities personal hygiene skills such as menstrual care, penile care, and washing and cleaning of intimate body parts. It involves showing a video of the task being performed, followed by a prompt to encourage the individual to perform the task themselves.
Q: What are the effects of a video prompting intervention to teach menstrual care skills to individuals with autism?
A: The findings suggest that interventions for acquisition of personal hygiene skills can benefit individuals with autism spectrum disorders and other developmental disabilities. Video prompting was found to be effective for all participants, while least-to-most prompting was effective for two participants. Video prompting was also more efficient than least-to-most prompting in terms of sessions-to-criterion and percent of errors for all participants.
Q: Why is it important to teach menstrual care skills to individuals with autism?
A: Individuals with autism and other developmental disabilities often need to be explicitly taught personal hygiene skills, including menstrual care, penile care, and washing and cleaning of intimate body parts. The taboo and private nature of intimate care skills has often led practitioners to avoid teaching these skills, which may leave individuals with autism and other developmental disabilities more vulnerable to abuse and other health concerns.
Q: What are the benefits of teaching menstrual care skills to individuals with autism?
A: Teaching menstrual care skills to individuals with autism and other developmental disabilities can help them become more independent and reduce their vulnerability to abuse and other health concerns. Acquisition, maintenance, and generalization of daily living skills may increase independence, quality of life, post-school education opportunities, and employment outcomes for individuals with disabilities.
Q: What are the different types of video prompting interventions?
A: There are different types of video prompting interventions, including video modeling, video prompting, video self-modeling, and computer-based video instruction. Video modeling involves showing a video of the task being performed by a model, while video prompting involves showing a video of the task being performed with prompts to encourage the individual to perform the task themselves. Video self-modeling involves showing a video of the individual performing the task successfully, while computer-based video instruction involves using a computer to display the video.
Q: How effective is video prompting intervention compared to other interventions?
A: Video prompting intervention has been found to be effective for teaching personal hygiene skills to individuals with autism and other developmental disabilities. In fact, video prompting was found to be more efficient than least-to-most prompting in terms of sessions-to-criterion and percent of errors for all participants.
Q: What are the limitations of video prompting intervention to teach menstrual care skills to individuals with autism?
A: Although video prompting was found to be effective for all participants, it may not be suitable for all individuals with autism and other developmental disabilities. The effectiveness of video prompting may depend on the individual’s cognitive and developmental level, as well as their motivation and interest in learning the skill.
Q: What are the different types of personal hygiene skills that can be taught using video prompting intervention?
A: Video prompting intervention can be used to teach various personal hygiene skills such as menstrual care, penile care, and washing and cleaning of intimate body parts. It can also be used to teach other daily living skills such as brushing teeth, washing hands, and taking a shower.
Source:
https://repositories.lib.utexas.edu/server/api/core/bitstreams/cd4bd8d9-8a93-4e5e-bfeb-f8677a65ad96/content