Simulation procedures for teaching independent menstrual care to mentally retarded persons

Gina S. Richman, Yula Ponticas, Terry J. Page, Susan Epps

Research output: Contribution to journalArticle

Abstract

Four mentally retarded adolescent females participated in a program for assessment and training of independent menstrual care skills. Three task analyses served as the basis for instruction: (a) menstrual stain on underwear, (b) menstrual stain on a sanitary pad, and (c) menstrual stain on both sanitary pad and underwear. During individual training sessions, subjects were taught to perform correct sequences via simulation training with a small doll, in which a trainer utilized instructions, praise, modeling, and corrective feedback. Three types of assessment probes were conducted prior to training, upon completion of specified mastery criteria, and during post-training follow-up sessions. Doll probes assessed performance with the toy doll, self-probes assessed naturalistic performance but under conditions of stimulated menstruation, and in vivo probes assessed performance during actual menstruation. Results of a multiple baseline analysis indicated that subjects emitted few correct responses during baseline probes, but showed consistent improvements that corresponded to the introduction of training. Generalization to untrained skills was noted with all subjects. Follow-up assessments indicated maintenance of skills for periods up to 30 weeks following termination of training.

Original languageEnglish (US)
Pages (from-to)21-35
Number of pages15
JournalApplied Research in Mental Retardation
Volume7
Issue number1
DOIs
StatePublished - 1986

Fingerprint

Mentally Disabled Persons
Teaching
Coloring Agents
Menstruation
Menstrual Hygiene Products
Play and Playthings
Maintenance
Education

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Rehabilitation

Cite this

Simulation procedures for teaching independent menstrual care to mentally retarded persons. / Richman, Gina S.; Ponticas, Yula; Page, Terry J.; Epps, Susan.

In: Applied Research in Mental Retardation, Vol. 7, No. 1, 1986, p. 21-35.

Research output: Contribution to journalArticle

Richman, Gina S. ; Ponticas, Yula ; Page, Terry J. ; Epps, Susan. / Simulation procedures for teaching independent menstrual care to mentally retarded persons. In: Applied Research in Mental Retardation. 1986 ; Vol. 7, No. 1. pp. 21-35.
@article{6b6414e74f9741158ec7a123e0a5d4af,
title = "Simulation procedures for teaching independent menstrual care to mentally retarded persons",
abstract = "Four mentally retarded adolescent females participated in a program for assessment and training of independent menstrual care skills. Three task analyses served as the basis for instruction: (a) menstrual stain on underwear, (b) menstrual stain on a sanitary pad, and (c) menstrual stain on both sanitary pad and underwear. During individual training sessions, subjects were taught to perform correct sequences via simulation training with a small doll, in which a trainer utilized instructions, praise, modeling, and corrective feedback. Three types of assessment probes were conducted prior to training, upon completion of specified mastery criteria, and during post-training follow-up sessions. Doll probes assessed performance with the toy doll, self-probes assessed naturalistic performance but under conditions of stimulated menstruation, and in vivo probes assessed performance during actual menstruation. Results of a multiple baseline analysis indicated that subjects emitted few correct responses during baseline probes, but showed consistent improvements that corresponded to the introduction of training. Generalization to untrained skills was noted with all subjects. Follow-up assessments indicated maintenance of skills for periods up to 30 weeks following termination of training.",
author = "Richman, {Gina S.} and Yula Ponticas and Page, {Terry J.} and Susan Epps",
year = "1986",
doi = "10.1016/0270-3092(86)90015-9",
language = "English (US)",
volume = "7",
pages = "21--35",
journal = "Research in Developmental Disabilities",
issn = "0891-4222",
publisher = "Elsevier Inc.",
number = "1",

}

TY - JOUR

T1 - Simulation procedures for teaching independent menstrual care to mentally retarded persons

AU - Richman, Gina S.

AU - Ponticas, Yula

AU - Page, Terry J.

AU - Epps, Susan

PY - 1986

Y1 - 1986

N2 - Four mentally retarded adolescent females participated in a program for assessment and training of independent menstrual care skills. Three task analyses served as the basis for instruction: (a) menstrual stain on underwear, (b) menstrual stain on a sanitary pad, and (c) menstrual stain on both sanitary pad and underwear. During individual training sessions, subjects were taught to perform correct sequences via simulation training with a small doll, in which a trainer utilized instructions, praise, modeling, and corrective feedback. Three types of assessment probes were conducted prior to training, upon completion of specified mastery criteria, and during post-training follow-up sessions. Doll probes assessed performance with the toy doll, self-probes assessed naturalistic performance but under conditions of stimulated menstruation, and in vivo probes assessed performance during actual menstruation. Results of a multiple baseline analysis indicated that subjects emitted few correct responses during baseline probes, but showed consistent improvements that corresponded to the introduction of training. Generalization to untrained skills was noted with all subjects. Follow-up assessments indicated maintenance of skills for periods up to 30 weeks following termination of training.

AB - Four mentally retarded adolescent females participated in a program for assessment and training of independent menstrual care skills. Three task analyses served as the basis for instruction: (a) menstrual stain on underwear, (b) menstrual stain on a sanitary pad, and (c) menstrual stain on both sanitary pad and underwear. During individual training sessions, subjects were taught to perform correct sequences via simulation training with a small doll, in which a trainer utilized instructions, praise, modeling, and corrective feedback. Three types of assessment probes were conducted prior to training, upon completion of specified mastery criteria, and during post-training follow-up sessions. Doll probes assessed performance with the toy doll, self-probes assessed naturalistic performance but under conditions of stimulated menstruation, and in vivo probes assessed performance during actual menstruation. Results of a multiple baseline analysis indicated that subjects emitted few correct responses during baseline probes, but showed consistent improvements that corresponded to the introduction of training. Generalization to untrained skills was noted with all subjects. Follow-up assessments indicated maintenance of skills for periods up to 30 weeks following termination of training.

UR - http://www.scopus.com/inward/record.url?scp=0022613114&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0022613114&partnerID=8YFLogxK

U2 - 10.1016/0270-3092(86)90015-9

DO - 10.1016/0270-3092(86)90015-9

M3 - Article

C2 - 3963806

AN - SCOPUS:0022613114

VL - 7

SP - 21

EP - 35

JO - Research in Developmental Disabilities

JF - Research in Developmental Disabilities

SN - 0891-4222

IS - 1

ER -