Examining the effects of menstrual cycle tracking training on girls with intellectual disability.
BST taught three girls with ID to log their periods with 72-a large share accuracy and the skill stuck.
01Research in Context
What this study did
Kizir (2025) taught three girls with intellectual disability to track their periods. The girls were 9-11 years old. Training happened at school and at home.
The team used behavioral skills training (BST). First they explained the steps. Then they showed a video model. Next came practice with feedback. Last, the girls tried it alone.
What they found
Before training, accuracy was a large share. After BST, all three girls scored 72-a large share correct. They kept the skill two weeks later with no extra help.
Parents said the girls felt more confident and needed less help during their periods.
How this fits with other research
Hood et al. (2022) used the same BST steps to teach autistic kids to spot shared interests. Both studies show BST works for very different life skills.
Somers et al. (2024) also ran a multiple-baseline at home. They taught water flossing with video and praise. Mine's period-tracking adds another self-care task you can teach the same way.
Goldstein et al. (1991) had parents use time delay to boost speech. Mine had parents help with period logs. Together, they show parents can deliver lots of skills once we train them.
Why it matters
Many clinicians skip period education for kids with ID. This study gives you a ready script: four BST steps, a simple tracker sheet, and parent coaching. Try it next month with any girl who has periods. You can fold it into health class or home sessions. The skill lasts and families report less stress.
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02At a glance
03Original abstract
The aim of this study was to examine the effects of menstrual cycle tracking training on young girls with intellectual disabilities. In order to achieve this aim, I used the multiple baseline between participants model, one of the single-subject research methods. The participants of the study were three young girls with intellectual disability. The research was conducted at the school where the participants received training and at their homes. The trainings were conducted with the Behavioural Skill Training (BST) method. The training included the topics of puberty, menstrual cycle and follow-up. Data were collected during the sessions through data recording forms developed. The data were plotted and visually analyzed. As a result, all participants met the criteria. Initially, their performance was 0 %, but after BST sessions, their average performance increased to 72 %, 73 %, and 84 %, respectively. According to the findings obtained as a result, I determined that the participants acquired the targeted skill through sample cases, generalised it to their own menstrual cycle follow-up, and were able to maintain it after the end of the training. In addition, the findings regarding social validity showed that the participants were satisfied with the training. Although it is not possible to generalise the results, I can say that the results are promising based on the strong effect size of the training programme.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.105085