Examining parent-assisted sanitary pad changing education for girls with intellectual disability

Menstrual hygiene management poses challenges for girls with intellectual disability, particularly when instruction is limited to informal or unsystematic approaches. This study examined the effectiveness of a structured instructional program targeting sanitary pad changing skills for girls with intellectual disability. A multiple-baseline-across-participants single-case design was implemented with three girls with intellectual disability and their mothers. Instruction in sanitary pad changing skills was delivered face-to-face during the intervention phase using Behavioral Skills Training, followed by a generalisation phase in which mothers supported skill implementation in natural settings. Artificial intelligence-generated visual materials were developed to aid instruction. Data were collected using researcher-developed observation forms and analysed through visual inspection of graphed data. Follow-up data were obtained two months following the intervention. Results indicated that all participants acquired the target skill, demonstrated generalisation, and maintained performance over time. Social validity findings indicated that mothers viewed the intervention positively.