top of page

Teaching Hygiene to Someone with Autism with Feminine Needs

​

Autism caregivers should understand that teaching hygiene involves patience and adaptability, as personal hygiene can be challenging due to sensory sensitivities and executive functioning difficulties. With consistency, creativity, and compassion, caregivers can help build routines that feel safe, manageable and empowering for their loved ones.

​

Key Tips for Teaching Hygiene:

  • Use visual supports (charts, schedules, videos).

  • Break tasks into small, step-by-step instructions.

  • Be patient and consistent — repetition helps learning stick.

  • Respect sensory preferences (e.g., water temperature, soap texture).

  • Allow independence, but offer guided practice when needed.

 

MORNING OR EVENING ROUTINES

What Caregivers Should Know:

  • Being consistent routines improves confidence and independence.

Suggested Morning Routine:

  1. Use the bathroom

  2. Brush teeth

  3. Wash face

  4. Deodorant

  5. Get dressed

  6. Comb hair

  7. Eat breakfast

 

Teaching Tips:

  • Use a morning visual schedule (laminated chart, dry-erase board, etc.).

  • Reinforce consistency with praise or a reward system.

  • Practice role-playing or routines together at first.

 

TEETH

What Caregivers Should Know:

  • Flossing and mouthwash may be added later once brushing is mastered.

Teaching Tips:

  • Use a visual schedule (e.g., picture of toothpaste, toothbrush, rinse, spit).

  • Use a timer (e.g., 2-minute sand timer or music).

  • Let them choose a flavor or brush that feels good.

  • Model brushing or use mirrored practice.

 

HAIR

What Caregivers Should Know:

  • Combing, regular hair trimming prevent tangles and discomfort. Click here to find autism friendly hairdressers for a better experience.

Teaching Tips:

  • Break it into steps: wet, shampoo, rinse, conditioner (optional), rinse, dry.

  • Use no-tear shampoo and scent-free products if needed.

  • Teach gentle combing using soft bristles like a boar's hair brush to avoid pain.

  • If there is a knot that can't be brushed out, take scissors and cut vertically to break up the knot while keeping the most amount of hair.

  • Find a hairdresser/barber who has experience. Some may prefer haircuts at home due to sensory overwhelm.

 

SKIN

What Caregivers Should Know:

  • Lotion may be needed for dry skin. Be mindful of scents and opt for unscented. Ask if the consistency is okay...its it too greasy or not enough hydration.

Teaching Tips:

  • Teach when to wash hands (after bathroom, before eating, etc.).

  • For sensitive skin, use unscented soap and moisturizer.

  • Use visual or tactile cues to teach “how much” soap/lotion to use.

 

SHOWERING

What Caregivers Should Know:

  • It's a complex task involving sequencing and sensory processing.

Teaching Tips:

  • Create a shower checklist or laminated routine card.

  • Use shower markers (wash hair, face, body, rinse, etc.)

  • Use a shower head that is color coded according to temperature. The shower head should be detachable and hand held.

  • Use color coded sticker decals to show what side is cold, hot and optimal temp. 

  • Address sensory needs: control water temp, water pressure, use soft cloths.

  • Allow them to shower at a predictable time each day.

 

CLOTHES

What Caregivers Should Know:

  • Clothes should be weather-appropriate and changed daily.

Teaching Tips:

  • Create a laundry schedule with visuals.

  • Label drawers with photos or icons.

  • Teach what "dirty" means (e.g., stains, smell, worn).

  • Use checklists: underwear, socks, shirt, pants, etc.

  • Teach to put away in drawers or hang them in the closet. 

  • If decisions on what to wear results in meltdowns, create a shelf unit for the days of the week and put folded clothes on each self to create a sense of predictability which takes off pressure to make a decision when half asleep.

  • For those who struggle with seasonal changes, use photos of the seasons and pair them with the appropriate clothing. Be patient with seasonal transitions and build momentum with small changes.

 

TOILETING (If you need help with potty training, click here)

What Caregivers Should Know:

  • May require extra support and patience.

Teaching Tips:

  • Use social stories or toilet training visuals.

  • Always pair with handwashing routine afterward.

  • Decorate the bathroom with their favorite characters or visually appealing things to make it more inviting.

  • When going to the bathroom in public, be mindful that hand dryers and flushing can be painful to someone with sensory needs. Use ear plugs or headphones to make it easier.

​

SHAVING

What Caregivers Should Know:

  • Can involve face, chest, or body depending on preference.

Teaching Tips:

  • Start with electric shavers to reduce cuts.

  • Practice shaving on an orange to build comfort.

  • Demonstrate slowly and let them mirror you.

  • Create a shaving schedule if needed.

 

GENITAL HYGIENE

What Caregivers Should Know:

  • Be aware of the unique sensory, communication, and routine-related needs that can affect how a person with autism manages menstrual hygiene.

Teaching Tips:

  • Introduce period products (pads, liners, etc.) early using visual aids or social stories to build understanding.

  • Practice changing pads and disposing of them in a calm setting before menstruation starts. Have a garbage receptacle nearby. One OT I worked with had a great technique where she built fine motor skills with removing stickers and sticking stickers on surfaces. Make fine motor skills involving this a therapeutic goal.

  • Choose sensory-friendly products—unscented, soft, and breathable options can help reduce discomfort.

  • Set reminders or use timers to prompt regular bathroom breaks and pad changes (every 3–4 hours). Request breaks in the IEP during school hours.

  • Consider period underwear or washable pads if traditional products are difficult to manage.

  • Monitor for signs of distress or sensory overload and adjust support as needed. Have a pain reliever like Motrin on hand at the school nurse's office if cramps are painful.

  • Encourage privacy and body autonomy through modeling and teaching appropriate behaviors.

  • Offer reassurance and use calm, supportive language to reduce anxiety or confusion.

  • Collaborate with a healthcare provider to explore medical options if hygiene remains a major challenge. Some people opt for birth control to reduce or stop menstrual flow.

 

When to See an OBGYN

  • Start Early: When your daughter begins to show physical changes, it's a good time to visit a trusted OBGYN. Bring up any concerns about what she understands and how to support her.

  • Managing Periods: If hygiene becomes difficult during menstruation, some parents consider birth control pills to lighten or stop periods. Discuss all options with the OBGYN.

  • Pelvic Exams: These aren’t always required, but they are important. For individuals with intellectual disabilities, they can be stressful. Light sedation may help make the experience easier. You can also refer to guides for a successful pelvic exam.

  • Finding the Right Doctor: Not all OBGYNs are trained to work with people on the autism spectrum. Younger doctors may have more experience due to inclusive schooling. Ask about their comfort level and experience before booking.

  • Choosing Gender of Doctor: Some find male doctors gentler during exams, but others may prefer a female doctor for personal, religious, or trauma-related reasons. What matters most is finding someone calm, respectful, and gentle. Always ask the patient what they’re most comfortable with.

  • Contraception & Pregnancy Prevention: In today’s political climate, talk to the OBGYN about pregnancy prevention and carefully consider the pros and cons of hormonal birth control.

  • Future Planning: As your daughter ages, she may need mammograms. Teaching her to stay still, hold her breath, and manage discomfort can be added as goals in her Individual Support Plan (ISP).

bottom of page