An Analysis of Teaching of Menstrual Care Skills Using Single-Subject Methodology: A Literature Review is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of clinic sessions and day-to-day service delivery. In An Analysis of Teaching of Menstrual Care Skills Using Single-Subject Methodology: A Literature Review, for this course, the practical stakes show up in service continuity, accurate reporting, and defensible clinical decisions, not in abstract discussion alone.
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Join Free →Although half of the human population experiences a menstrual cycle, there is little literature regarding empirically supported procedures to teach skills needed during an individual's menstrual cycle The importance of teaching this type of skill is highlighted by research that has shown that sexual assault and molestation have a higher prevalence for females with disabilities. A systematic literature review was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The review focused on identifying published literature related to teaching teach menstrual care skills to individuals on the autism spectrum or with other developmental disabilities. The individualized nature of this skill lends itself to being studied effectively by single-subject research designs. Therefore, the review was focused specifically on studies that employed this type of research methodology. The results were analyzed against the What Works ClearinghouseTM Standards Handbook to analyze the quality and rigor of the study designs. Finally, the studies found were categorized across indicators that are clinically relevant to teaching menstrual care skills such as implementer information, generalization data collected, and materials used during training. Overall, the results indicate that the gap in literature on this topic remains, with only 6 single-subject design studies being identified as published in the previous 40 years. The purpose of this study was twofold. First, to analyze the published work on the topic of menstrual care. Second, to offer guidance to practitioners who many consider implementing similar programs for individuals they are serving.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Stephanie Bendush (pronouns are she/her/hers) is a BCBA and a doctoral student at the Institute for Applied Behavioral Science program at Endicott College. She is originally from New Jersey but currently lives near Denver, Colorado with her family. Her research interests involve exploring assent-based clinical practice with a focus on staff training. She has worked with clients ages 18 months to 24 years old with a variety of diagnoses in addition to autism in home, school, and clinic settings.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
256 research articles with practitioner takeaways
239 research articles with practitioner takeaways
233 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.