Effectiveness of The Total Task Presentation Technique in Improving the Change Sanitary Napkins Skills in a Girl with Intellectual Disabilities

Menstrual care is one of daily living skills that girls must master, including intellectually disabled girls and adolescents. The study aimed to see the effectiveness of the total task presentation intervention in improving the ability to use sanitary napkins in girls with intellectual disability (ID). The hypothesis of this research: the total task presentation technique can increase the task achievement score of changing sanitary napkins in a girl with ID. An experimental research with a single subject A-B-A design was conducted on a 10 years old girl with an IQ score of 43 that was unable to use sanitary napkins independently. Measurement using task analysis consists of 14 items, checked by the researchers and mother and scored by the number of tasks completed independently. The intervention performed 11 simulation sessions at school using a mannequin and 6 observations at home. The data analyzed by graphical analysis of the performance that emerged during baseline, intervention at school, observation at home and final baseline. The task achievement improved from average 0% at baseline to 70,9% at simulation sessions, 87,33% in observation at home, and 94,67% at the final baseline. Extra steps were added to teach the girl to patch the sanitary napkin correctly. The hypothesis of this research is accepted, that the total task presentation technique is effective in improving the changing sanitary napkins skills in a girl with ID