Asperger's and Girls by Mary Wrobel, Lisa Iland, Jennifer McIlwee Myers, Ruth Snyder, Sheila Wagner, Tony Attwood, Catherine Faherty, Temple Grandin Page A
Authors: Mary Wrobel, Lisa Iland, Jennifer McIlwee Myers, Ruth Snyder, Sheila Wagner, Tony Attwood, Catherine Faherty, Temple Grandin
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Anticipate the questions and concerns they may have, and give simple, basic information. Don’t be tempted to give tangential information when first instructing about their physical development. Too much information or associated topics may cause confusion at this point. Later on, as girls comprehend and progress through the stages of puberty, you may want to discuss male stages of development, or other related topics. During the course of your instruction, don’t always assume that they understand what you are telling them. Have them retell information they have learned and answer specific questions.
I would recommend using visuals, such as abstract pictures or photos as much as possible. Individuals on the autism spectrum tend to be visual learners, and need a visual reference in order to fully comprehend new information. Even highly intelligent, verbal individuals with Asperger’s will need, or at least benefit from, visual supports during instruction.
Preparing for Menstruation
Approximately six months to a year before you know they should begin having a period, introduce menstruation and give the basics of what it is and what they need to do. In other words, talk about blood coming from their vagina and flowing between their legs. Explain that this blood only means they are having their period. They are not hurt when the blood comes, but it will be messy and they need to wear pads to keep the messy blood from getting on their panties and clothing, etc. Keep the facts simple at first. For example, blood will come each month, or about every twenty-eight days, and will flow for five or six days, and then stop. We need to wear pads in our panties while blood is coming out of our vaginas. We change our pads in the bathroom when they become dirty with blood, and we should avoid touching the blood on the pad. We fold and throw the dirty pads away in the appropriate trash cans and we wash our hands after we change our pads. It’s also important to remind girls to bathe well during their period, because menstruation contributes to the dirt and odor of their bodies.
When instructing about the basics of menstruation, it’s helpful to create a social-story type book, using the student’s name, along with illustrations, such as abstract pictures or realistic photos, to explain their period. A story is a good way to remind them of what will happen when they get their period. And by including an individual’s name throughout the story or book, a girl will feel it is truly about her.
When teaching about menstruation, use actual pads and allow girls to practice putting the pads in and taking them out of a given pair of panties that have not been worn by anyone. The practice will familiarize them with the feel of the pads, and how to take off the protective strip and position the pad inside the panties, as well as learning to sequence the steps to pad changing. To produce authentic looking blood during practice sessions, use red food coloring on the pad. The red food coloring looks surprisingly realistic and will prepare them for actual blood on their pads. This is important because not only do they need a realistic visual of what it will look like, but many girls are afraid of blood, and this will help to desensitize them to the real thing.
Since many girls with Asperger’s have sensory issues as well as difficulty with change, have your child or student practice wearing a pad for longer periods of time to get used to the feel of it in their panties before they actually have their period. Always allow your child to choose the type of pad she wants. If she is given the choice of selecting the type of pads herself, she is more likely to wear them.
Again, it is not necessary at this time to teach young girls about the biology of menstruation, reproduction, childbirth, or sexual intercourse. Those topics can be discussed at a later time, when a student is older and more mature, and ready to digest that
Anticipate the questions and concerns they may have, and give simple, basic information. Don’t be tempted to give tangential information when first instructing about their physical development. Too much information or associated topics may cause confusion at this point. Later on, as girls comprehend and progress through the stages of puberty, you may want to discuss male stages of development, or other related topics. During the course of your instruction, don’t always assume that they understand what you are telling them. Have them retell information they have learned and answer specific questions.
I would recommend using visuals, such as abstract pictures or photos as much as possible. Individuals on the autism spectrum tend to be visual learners, and need a visual reference in order to fully comprehend new information. Even highly intelligent, verbal individuals with Asperger’s will need, or at least benefit from, visual supports during instruction.
Preparing for Menstruation
Approximately six months to a year before you know they should begin having a period, introduce menstruation and give the basics of what it is and what they need to do. In other words, talk about blood coming from their vagina and flowing between their legs. Explain that this blood only means they are having their period. They are not hurt when the blood comes, but it will be messy and they need to wear pads to keep the messy blood from getting on their panties and clothing, etc. Keep the facts simple at first. For example, blood will come each month, or about every twenty-eight days, and will flow for five or six days, and then stop. We need to wear pads in our panties while blood is coming out of our vaginas. We change our pads in the bathroom when they become dirty with blood, and we should avoid touching the blood on the pad. We fold and throw the dirty pads away in the appropriate trash cans and we wash our hands after we change our pads. It’s also important to remind girls to bathe well during their period, because menstruation contributes to the dirt and odor of their bodies.
When instructing about the basics of menstruation, it’s helpful to create a social-story type book, using the student’s name, along with illustrations, such as abstract pictures or realistic photos, to explain their period. A story is a good way to remind them of what will happen when they get their period. And by including an individual’s name throughout the story or book, a girl will feel it is truly about her.
When teaching about menstruation, use actual pads and allow girls to practice putting the pads in and taking them out of a given pair of panties that have not been worn by anyone. The practice will familiarize them with the feel of the pads, and how to take off the protective strip and position the pad inside the panties, as well as learning to sequence the steps to pad changing. To produce authentic looking blood during practice sessions, use red food coloring on the pad. The red food coloring looks surprisingly realistic and will prepare them for actual blood on their pads. This is important because not only do they need a realistic visual of what it will look like, but many girls are afraid of blood, and this will help to desensitize them to the real thing.
Since many girls with Asperger’s have sensory issues as well as difficulty with change, have your child or student practice wearing a pad for longer periods of time to get used to the feel of it in their panties before they actually have their period. Always allow your child to choose the type of pad she wants. If she is given the choice of selecting the type of pads herself, she is more likely to wear them.
Again, it is not necessary at this time to teach young girls about the biology of menstruation, reproduction, childbirth, or sexual intercourse. Those topics can be discussed at a later time, when a student is older and more mature, and ready to digest that
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