Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability

Demonstrates the use of chaining to teach two young females with autism spectrum disorder feminine hygiene skills. A nonconcurrent multiple baseline across participants was utilized, and the results indicate that both participants acquired the skill. Generalization probes with one participant indicated the skill generalized to novel stimuli.

Sponsored By: 
U.S. Department of Health and Human Services