Personal Hygiene

1. Showering/Bathing

Place a bath or shower symbol in the teenager’s daily schedule.
Make taking a bath/shower part of the teenager’s daily routine.
Respect the teenager’s sensory needs.
Create a task strip, breaking down each individual step involved in the bath or shower.
Use a timer
Place a picture of a motivator or reward after the bath/shower symbol in the daily schedule.
Positive reinforcement

Sometimes it helps to leave the tools on the bathroom counter or next to the TV so that they become an everyday sight, and to encourage frequent handling of the tools (for some teenager’s cognitive ability and safety awareness may prevent this step from being possible).
Try experimenting with different tools (clippers or nail files are sometimes more tolerable that scissors)
Prepare the teenager for nail cutting in advance (Using visuals may help)
Provide opportunities to engage in calming activities before/after (see sensory resource)
Model appropriate behaviour during nail cutting, make sure they see you trimming your toenails and fingernails – without pressuring them to do the same. This way they will begin to learn that nail cutting isn’t a form of torture!
Use a firm grip when cutting nails and firmly messaging toes and fingers after nail cutting may make the experience more pleasing
Teach the teenager to safely cut or file their own nails – this usually makes the experience more tolerable

Some people with autism are more sensitive to touch and may find hair brushing and washing challenging.

Provide opportunities to engage in calming activities before/after (sensory resource)
Deep pressure, e.g. using a weighted pad around shoulders may be useful when hair is being cut.
Instead of using the shower head to wash hair, pour the water from a plastic jug as this may not be as alerting.
Perhaps using a flat wide brush to assist with hair brushing may be useful, trial different bristled brushes to identify if there is one that suits the teenager best.
Bathing may be more tolerable than showering for some individuals. If using a shower, try using a facecloth and rough towels to help provide deeper touch which might feel more calming.

See these online videos for useful tips for other personal hygiene tasks:

Visiting the Doctor can be difficult because:

Unstructured time in waiting room and other people present
Sensory issues – Florescent lighting and noise from equipment, babies in waiting room
Difficulty with physical examination- sense of intrusion and anxiety.
Communication difficulties – indicating where pain is and their experience of it

These strategies may be helpful:

Prepare the teenager in advance (Using visuals or videos may help)
- Model Me Kids offers some support through video modelling, http://www.modelmekids.com/community-social-skills-autism.html
Plan the visit – why are you going? What questions will you ask? What questions will the Dr likely ask? What will you tell the Dr? It may be helpful to write down answers to such questions before going, that way the teenager will have a script to follow if social communication becomes too difficult (link to social skills)
Provide opportunities to engage in calming activities before/after (sensory resource)
Bring visuals to facilitate communication between the teenager with autism and the Dr
Plan for unstructured waiting times – bring activities, books, music to listen to, dark glasses etc – whatever is needed to facilitate a calmer experience
Make the appointment at a less busy time if possible (first thing in the morning is usually good as there is likely to be less time waiting)

See this helpful video modelling video about a teenager with autism going to the dentist: https://www.youtube.com/watch?v=s_n1aZy1NV8&list=PLUV-VLbs4zCpnKD2A7-3I_2BvkNuUHm-S

Let the dentist know prior to appointment your concerns
Consider giving the dentist a profile/ passport about the teenager
Give the dentist a list of the language you use at home. E.g. ‘open wide’
Make the first visit short and fun.
The teenager should leave on a positive.
Visually display the agenda for the visit.
Waiting room.
Consider the environment
Dim the lights if necessary.
Turn down loud noises.
Turn on instruments so that the teenager can see them before the instruments go in their mouths.
Remove the clutter in your office that may distract the teenager or make them anxious.

Prepare the teenager in advance (Using visuals or videos may help)
Let the hair salon know prior to appointment your concerns (could the salon turn off background music? do they have to wash hair prior to a cut or would a dry cut be ok?)
Consider giving the hairdresser a profile of the teenager, what they like, dislike etc.
Make the appointment at a less busy time if possible (first thing in the morning is usually good as there is likely to be less time waiting and possibly less background noise)
Use a weighted shoulder or lap pad for deep pressure during the hair cut
Would an IPAD or book be useful for distracting the teenager during the hair cut?
Some people prefer to use a heavy towel around their shoulders rather than a loose light gown – this can be requested prior to the visit
Firmly wipe away loose hairs with a rough towel and bring a change of clothes / t – shirt for changing into after the visit
Make the first visit short and fun

Your teenager should leave on a positive

Read previous: ← Household Chores

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