December, 2014

Thank you for your interest in the Adapted Puberty Health Education Program for girls with autism
spectrum disorder and other special needs. This program was developed by the staff and other
professionals at the Robert Crown Center for Health Education. We are grateful for the support of
Autism Speaks for funding the development of this program.

The fidelity of this program is dependent on its delivery by a trained professional health educator.
This program is presently in a pilot phase and under continual review, as well as being
professionally evaluated.

If you have any questions or concerns about this program, please contact the Robert Crown Center
for Health Education.

Copyright Robert Crown Center for Health Education, 2014

Robert Crown Center for Health Education

SCRIPT FOR ADAPTED PUBERTY HEALTH EDUCATION PROGRAM FOR GIRLS WITH AUTISM SPECTRUM DISORDER/SPECIAL NEEDS
December, 2014

Materials Activity/Content/Teaching Point

PowerPoint: This script is specifically intended for children with autism spectrum disorder or other special needs. The
Slide level of comprehension is starting at that of a 3-4 year old. Instructors may modify the presentation to
accommodate a higher level of learning.
If students come to the Center, places for them to sit will be marked with a X. This structure/order
provides a sense of comfort and safety to students. Hand fidgets may be available to help students with
any restlessness or anxiety they may experience during the program. Instructor should call the school
about a week ahead of a scheduled program to establish a relationship with teacher(s) and aides and
address any special concerns or needs they may have. At that time, schools coming to the Center will be
sent the social story explaining the field trip experience to the Robert Crown Center to allow teachers to
present it to students. Schools should also be sent vocabulary lists at this time to allow students to
become familiar with words that will be used during program and put into their devices if needed.
INTRODUCTION: Welcome to the Robert Crown Center for Health Education. I am happy youre here
today. My name is _________. Do you know why you came to the Robert Crown Center for Health
Education today? This will provide feedback of their knowledge of the subject as well as their expectations
about the program. I dont want to do all the talking today. I hope to hear from you too. Please let me
know if you have any questions about anything we discuss today, at any time. This is a safe time and
place to ask questions about what we will be talking about and I will try my best to answer your
questions. Lets try to talk one at a time and raise our hands like this (demonstrate raising hand) when
we have something to ask or say.

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 Age ranges are difficult to understand. The pictures of girls with ages above will help students understand
this concept. Today we are going to talk about puberty. Puberty means the changes your body goes
through as you get bigger, grow taller and grow up. Girls start puberty changes between the ages of 8
and 16. These are changes you may SEE or may have already SEEN with you and your friends. The word
see is simple and easy for students to understand vs. the word notice which is too abstract. What these
students can see and experience is imperative to their understanding so the goal is to use language that
allows that.

One of the changes you will experience during puberty is you will grow taller and bigger. Bigger is also a
word that is easier for students to understand and comes early in students development. What things
should we do to grow bigger and be healthy?

It is often a challenge for a child with ASD/special needs to eat a healthy diet consisting of a variety of
foods. Briefly discuss healthy food choices and good portion sizes. List specific examples. Explain that
everyone needs to eat healthy foods for their body to grow bigger and taller. You may not like all healthy
foods but you should try different ones to decide which ones you like the best. Reinforce that healthy
foods can taste good. These students will often associate healthy foods with doing without the things
they love. Also be sensitive to the fact that many of the students may be on special diets. Some are very
picky. Qualify this by saying Not everyone will need the same foods for their bodies.

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 Briefly discuss the benefits of exercise and ask if theres any type of exercise students like to do. Adapt this
segment to discuss exercise appropriate for the group. Reinforce that exercise is fun and discuss with
students different ways in which it can be fun--swimming, biking etc. Depending on the group, students
may even run in place, do push-ups, etc.
* Encourage a brief discussion of these health topics with positive reinforcement. Establishing a positive
relationship early in the program with easier topics will enhance trust as you discuss more sensitive
topics later.*

Another thing that is very important to keeping us healthy and growing is sleep. Briefly discuss the need
for sleep, again adapting the level of discussion to the groups comprehension level. Bedtime and
recognizing the need for sleep can be a challenge for students with ASD/special needs. Reinforce that
when we sleep well at night, we feel awake, happy, and our bodies feel ready to do things the next day. If
we dont get enough sleep we will feel tired, unhappy and wont feel ready to do things the next day.

Another change you will SEE is you will grow hair under your arms and SOMETIMES the hair on your arms
and legs will get thicker and darker. This can be confusing because students already have hair on their
arms and legs--thats why the word sometimes is necessary to avoid confusion. Make sure to point out
these changes in these pictures otherwise students may focus on something else.

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 Some girls will shave the hair on their legs and under their arms. Youll need help from a parent or
trusted adult when you begin shaving. Make sure and ask them. Some girls will not shave.
What kinds of things will you need to have to shave the hair on your legs and under your arms? Many of
these students will use an electric razor to shave while others will use a razor with a blade. It is very
important for them to understand that they should always have an adult help them when shaving. Some
girls use a sharp razor and shaving cream to shave their legs and under their arms. Some will use an
electric razor. Never use an electric razor in the bath. Mom or another adult will need to help you shave.
You may accidentally cut your skin with the razor because the razor is sharp. You will need to tell an adult
and put a little tissue on the cut until it stops bleeding. Sometimes girls and women cut themselves when
they shave. Thats normal. Its even happened to me.
Heres a picture of different razors. Have any of you seen these? With students input, point out the
difference between razors with a blade and electric razors. Again emphasize that razors are very sharp
and you should never touch the razor with your finger. Instruct students to only shave areas on their legs
and under their arms where they have hair and when it is covered by shaving cream/gel. Reinforce that
they need to talk to mom or a trusted adult about which areas to shave.
Interaction is very important to make this program a success. It is important not to expect the right
answer -- or any answer at all -- but asking will encourage interaction. These students will benefit from
answering questions and receiving positive reinforcement for that, even if the answers are not correct. Try
to guide students to answer some questions correctly when theyre able.
Pass around boxes with different shaving creams and gels in it for students to see, or have students come
down in front where containers of different types of shaving cream/gels are available. Discuss how
shaving cream feels and that it is like soap and will feel cool and creamy. Remind students that they can
only shave when the shaving cream or soap is on their skin unless they are using an electric razor. Do not
allow students to touch personal hygiene products due to concern of allergies.

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 After playing the video, explain steps emphasizing the following information:
1. You need to be careful when shaving and have a parent or another trusted adult help you.
2. The razor is sharp and you shouldnt touch the blade.
3. You can only shave your skin when you have shaving cream, shaving gel or soap on it.
4. Move softly over your skin with the razor.
5. The shaving cream and hair will come off on the razor.
6. You will need to rinse the shaving cream and hair off the razor sometimes.
7. You should only shave the hair under the shaving cream.
8. When you are done shaving, wash off shaving cream and then dry your skin.
9. Your skin will feel smooth and soft. You may want to put a moisturizer on your legs.
10. If you accidentally get a small cut when you shave, tell an adult and dab the blood with a tissue
until it stops bleeding. This is normal and sometimes happens when people shave.
Review:
1. Hold up items needed-razor, shaving lotion, and moisturizer asking students to define them.
2. Discuss, with students input, why we shave (some people dont like hair under their arms or on
their legs), how often and when to do it (in the shower or bath or on the side of the bathtub or
sink).
3. Verbally review steps. Ask questions like, Where should you shave your legs or under your
arms? Guide students along, When youre in the shower, what should you do next?
4. Act out steps. This will serve as a review. Ask questions like Now that we have the shaving
cream on our hands, what do we do next? and physically walk through the motions.
Repetition is the key to helping students understand these concepts. Emphasize to students that it is
important not to share razors with anybody else.
Everyday your body gets dirty. Most people take a bath or shower every day. As you get bigger, you are
also going to sweat more. Ask students if they know what you mean by sweat and remind them
sometimes we feel sweat on our face or neck and other places when we get hot. We feel WET. We will
feel WET on different places on our body, especially under our arms and not just when we are hot. That
will smell really bad and thats not good. What should we do every day so that we dont smell bad to our
teachers, friends and family? Shower or take a bath. These are the things that you will need to shower.
Can you name one of them?
As students provide answers instructor provides positive affirmations for any response provided.

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 Lets talk about what to do when we take a shower.
1. Turn water on and take off clothes. Either one first is fine.
2. Get in the shower.
3. Get body and soap wet with water or use body wash.
4. Rub on all parts of your body. You can use a washcloth or your hands.
5. Rinse with water.
6. Turn shower or bath off.
7. Dry body with towel.
8. Put on clean clothes.
Instructor may act out steps as she lists them, using props.
Washing hair can be a challenge because of soap/shampoo getting into eyes. Many students dont like to
have soap or water on their heads. Reinforce how important and necessary it is to wash hair. Your hair
can get dirty, greasy, and smell bad too, so sometimes you will need to wash your hair. You may do this
when you are taking a shower. What do you need to wash your hair? Again thank students for answers
even if not correct. This positive reinforcement will encourage continued interaction. Thats right:
shampoo. Shampoo will clean your hair and make it smell nice.
1. Squeeze a small amount of shampoo into your hand.
2. Rub hands together.
3. Rub shampoo into your hair. The shampoo will smell nice and feel soapy.
4. Sometimes the shampoo may get into your eyes. Thats okay. Sometimes that happens to
people when they wash their hair. Try to keep your eyes shut and, if the shampoo gets into your
eyes, you can wipe your eyes with a wash cloth.
5. Get under the water and get all of the shampoo out of your hair. You will need to feel your hair
to make sure all the shampoo is out.
6. Repeat.

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 Again, instructor should act out steps as she lists them, using props.
Not everybody conditions their hair, but if you do, you will condition your hair after you wash your hair so
it feels smooth and isnt tangled. That will make it easier for you to brush your hair. What should you use
to condition your hair? Again always thank students for any response provided. Thats right: conditioner.
1. Squeeze a small amount of conditioner into your hand.
2. Rub your hands together.
3. Rub conditioner into your hair. The conditioner will smell nice and feel smooth.
4. WAIT. Sing a song.
5. Get under the water and get all of the conditioner out.

What can you do after you shower that will help you smell nice and feel less wet and sweaty? Use
deodorant, right? We need to talk about deodorant with an adult we trust before we do it ourselves,
though. What does deodorant look like and how do we use it? Pass deodorants around. Instructor will
demonstrate the process of applying deodorant.

After youve done such a good job cleaning your body, you want to make sure you put on clean clothes;
not the clothes on the floor or in the laundry basket, right? Make sure not to use teaching methods that
involve humor. Humor and jokes can be difficult for autistic and special needs children to understand and
may cause stress for them. Simple, clear concise information in a friendly manner is effective.

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 REVIEW: Social Story
As previously mentioned, repetition is very important for students. This activity is done using a white
board with pictures individually laminated and using magnets. Depending on the students levels of
abilities, they may come up to arrange pictures, one line at a time, in order (pictures are in a container
from which they may choose). Other students may explain the steps, or the instructor can put pictures in
order and explain the steps with or without student input, based on level of interest and ability. Show
three squares at a time to allow students to process the information without being overwhelmed. Once
the story is complete, the social story image should be returned to the screen and briefly explained again.

If you shower in the morning, how should you clean your body at the end of the day, before you go to
bed at night? Allow answers and again, any answer is a positive answer. The more interactive the
program for students, the more effective it is. You need to wash your face and brush your teeth. You will
get some red spots on your face and maybe even your back and chest. They are called pimples. They look
like this. These red bumps are okay and they do not mean you are sick. Many of these students think that
pimples mean they are sick and need a doctor. They will need reassurance. You need to wash your face
with a washcloth or clean hands, soap and water. Sometimes you may put some medicine on your
pimples or red bumps. A parent or trusted adult can show you how.

These are some of the things you will need to wash your face. Can you name any of them? Instructor
explains how each item is used.

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 Instructor again briefly explains that some students may need acne ointment (use the word ointment vs.
medication for many students use medication and this could be confusing or upsetting) and need to get
help with this from a trusted adult.

BEFORE SHOWING SLIDE SAY: Everyone needs to brush their teeth 2-3 times a day to keep them clean
and healthy. What are the times you should brush your teeth? Allow answers and provide positive
feedback. Brushing your teeth will also prevent cavities which are bad for your teeth and can make them
hurt. Show slide. You should brush your teeth in the morning, after you eat when possible and before
you go to bed.

Here are some things you need to brush your teeth. Can you name one of these things? Rather than
asking them to name any of these things, asking a student to name one is easier for them to
understand. Demonstrate the correct way to put toothpaste on the toothbrush and show an appropriate
amount.

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 You will brush your teeth at the sink. The toothpaste may taste like mint or cinnamon or even bubblegum,
but you dont eat it. When youre done brushing your teeth, make sure not to swallow the toothpaste.
Spit it all out into the sink. Then you rinse your mouth with water and spit again.

Demonstrate and explain proper brushing and flossing of teeth using RCC model and toothbrush.

Instruct students to brush teeth while singing the ABC song.

After we brush our teeth is a good time to remember to brush our hair. People brush their hair so it looks
nice and is not tangled. You should brush or comb your hair when your hair is wet, after you wash it, and
every morning before you go to school. Sometimes you will need to comb or brush your hair during the
day to keep it looking nice. You should brush or comb your hair in the bathroom or bedroom and not
around food. Make sure not to share your hairbrush or any of your personal items, like your razor or
toothbrush.

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 At this time a pink blank slide will appear on the screen indicating an interactive component of the
program. This will not have a title so that it will not be distracting to the students. At the end of this
section, the instructor should place all of the items discussed on a table and call on different students to
pick out one thing they would need to complete one of the activities. (i.e. Show the group one thing you
would need to wash your face. Show the group one thing you could use to help you smell good.)
Choose students who appear to need some movement. Depending on the size of the group you could have
the whole group come down and explore items and then ask volunteers to show one thing you would use
to wash your face, hair, etc. Again, depending on the groups ability level, students could walk through
steps with props for each hygiene activity previously described in the lesson.
We just talked about a lot of changes that have happened, or are now happening quickly to your bodies.
Weve talked about things you need to do to take care of your bodies. Your feelings can also change
quickly. Sometimes these changes dont feel good so you need to talk to mom or dad or another trusted
adult and they will be able to help you. Feelings are some of the hardest things for these students to
understand or explain. It is difficult and abstract. Change is also a difficult concept, so by showing a clear
representation, students will be better able to grasp the concept. Depending on the group, you can discuss
healthy ways to handle emotions (i.e. talking, exercise, deep breathing).The instructor will need to be very
aware of the audience because, for some ASD/special needs students, this can be an overwhelming topic.
Just talking about it can cause anxiety. It may be enough just to let them know their emotions will change
quickly and to talk with a trusted adult when needed.

SLIDES CHANGE FROM HAPPY IMAGES TO ANGRY AND SAD

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 It can be difficult for ASD/special needs students to understand whats appropriate to talk about with
others. ASD/special needs students often have difficulties reading the reactions of others and find it
difficult to determine if what they say is appropriate or not. Who they can talk to about these topics will
need to be reinforced. You may need to talk to mom, dad or other adults you trust about the things you
are talking about today. Here are some people you can talk to about these things. Are there other adults
you can talk to about these things? Be aware that some of these students have a negative reaction to the
word doctor. They would not necessarily consider a doctor to be a safe person in whom to confide.
Explain that a doctor is a safe person because their job is to understand the things that happen during
puberty and to help you stay healthy. As you go through each picture, ask students to show thumbs up or
thumbs down to demonstrate that they understand with whom they can discuss these changes. Then,
show whether their response was correct and discuss. Animation will show thumbs up or thumbs down
after each picture.
Here are some people who we should not talk with about these things.
Go through slide using demonstration done with previous slides. These students are receptive to guided
language. It provides clarity to the topic.

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 BEFORE SHOWING SLIDE OF PRIVATE CHANGES: During puberty you will also go through changes that no
one else will be able to see. These are changes you share with only a few other people. These are called
private or personal changes. What does it mean if something is personal or private? It means that it is
not shared with everyone. Review thumbs up/thumbs down slides. Is anyone curious to learn about
these private changes? Does anybody know a private change that happens during puberty?
SHOW SLIDE OF PRIVATE CHANGES: Some personal or private changes you will see are your breasts will
grow bigger and hair will grow in your pubic area. Your period also begins. You can talk about these
changes with a few people. You can share things that are personal and private with certain people who
you feel safe with and trust.
These things we will be talking about today may make you feel silly or make you want to laugh or giggle,
but every girl goes through these changes. Avoid words like embarrassing and normal. These are
complex languages terms that are difficult to understand.
Your breasts will slowly start to get bigger. When you are a child you do not have breasts. As you grow
and get bigger, breasts get bigger. Show with your hands. Sometimes your breasts will feel sore or hurt a
little bit. That can happen when they get bigger and doesnt mean anything is wrong. That is okay and
will not last long. As they get bigger, you will need to start wearing a bra. A bra will hold and cover your
breasts and help your breasts feel comfortable. Grown women and older girls wear bras to hold and
cover their breasts too.

This is a topic that can cause worry for students. Many are sensory challenged and the transition to
wearing a bra is difficult. Students will need to understand that wearing a bra is very important.
Reinforce that developing breasts are part of personal/private changes. If you dont wear a bra, people
can see your breasts. These are private and we dont show them to others. Your bra should feel
comfortable. Say okay if comfortable is too difficult a word for students to understand. It should not
leave red marks on your body, like something does when it is too tight and doesnt feel good. If it does
feel too tight, tell mom or another trusted adult. Mom or another adult, like your Grandma, can help you
go to buy bras. You will need to put a bra on each morning when you get dressed. Your bra and panties
are your underwear. People should not see you wearing your bra and panties. You wear your clothes on
top of your bra. You dont need to wear a bra with your pajamas and when you wear a swimsuit.

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 Discuss different types of bras. Examples of bras for girls to see will be passed around. Demonstrate how
they should fit evenly around and again not cause red marks or hurt at all.

You will also grow hair in the pubic area. This will happen slowly too. You do not have hair on your pubic
area when you are a child. As you get bigger, you grow hair in your pubic area.

Reinforce slow process of hair growth to students.

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 At this time a pink blank slide will appear on the screen indicating an interactive component of the
program. This will not have a title so that it will not be distracting to the students. Have students squat
down like they are little children. Ask a few students to say what their body was like as a little girl (At 4
years old I was short, little, and had no breasts or pubic hair.). Then have them stand up a bit and call on
a few students to talk about what their body is like when they are a little older (At 7 years old, I was a little
taller but still didnt have breasts or pubic hair.). Then have them stand up and tell about changes that
would be happening to a 14 year old body (I get taller, I get breasts and pubic hair, hair under my arms. I
may get pimples. I sweat more and have stronger odors.). Then have them stand with hands way above
their heads and tell what their bodies are like after puberty is over, around 21 years old. This activity
represents the idea more fully to the students of the growth they will be experiencing during puberty.
Before showing this slide, introduce the topic. During puberty you will also get your period or menstrual
cycle. This means you are growing up. Other girls your age are starting their periods too. Mention
menstrual cycle once for those higher functioning students that may understand or be familiar with it.
After this use the term period only. Ask students, What is it? What will it look like? Some students may
have already started having their periods and this will inform you of their knowledge and experience level.
SHOW SLIDE. When you get your period, blood will come from your private area (vagina). That is okay,
you are not hurt! You period will come every month. Blood will come out of your private area (vagina) for
3-7 days and then stop. This may be scary at first but it is okay and happens to all girls when they grow
bigger. Has anyone ever seen blood? We can bleed when we fall down or when we get cut. When you
get your period, it will be like that but much slower and you are NOT hurt. Some girls may fear bleeding
to death. Compare bleeding during your period to other body fluids like, tears, sweat and urine (pee). This
reinforces that the period will end and, when compared to some other body fluid loss, normalizes it. To
talk about menstruation by age range can be very difficult for students to understand. Listing ages will
provide clarity. If you are 9, 10, 11, 12, 13, (etc.) you can get your period. Use whatever ages are
appropriate for the group. What will you see when you get your period?

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 We talked about blood coming from the private area between your legs. When you get your period you
will see brown or red colored blood on your underwear or on the toilet paper after you wipe yourself.
Reinforce red and brown color on slide. This blood does not mean you are hurt. This happens to all girls
when they get bigger and grow taller. Discuss who girls can go to for help (mom, school nurse, health
aide, etc.). Periods are messy and can get on underwear and pants. You will use a pad in your underwear
so the blood wont get on your pants. The pad may feel weird when you first use it, but it will help keep
your pants clean from the blood. Soon, wearing a pad will feel fine. You will need to keep the pad on
when you are having your period.
When you get your period you will bleed like this and it will last for about 3-7 days. Go through days of
the week: Monday, Tuesday, Wednesday... This is a difficult concept for students to understand.

You will get your period every month. This happens when you get bigger and grow taller. Show
calendar/month slides. Explain that these slides mean that this will happen again and again. This is one of
the hardest things for the students to understand. If it has not yet occurred for them, they have difficulty
understanding that it happens over and over. They will see the first time as a single event rather than a
recurring event. The following slides are reviewed very quickly to reinforce that this is a recurring event.

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 Show actual pad and pass it around for students to feel. When you get your period, you will use pads to
keep your underwear and clothes clean. This is what a pad looks like. The pad helps us. The blood stays
on the pad and your clothes stay clean.

Remember that getting your period is personal. Pads are private. You dont show them to other people.
You take them to the bathroom without showing others. You can use a purse or put them in your pocket.

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 Explain to students that you will be showing them how to put a pad in their underwear.
Wash your hands first. This is very important when you put on your pad. Demonstrate proper
hand washing technique. Then, discuss going into a bathroom stall and making sure door is
closed because this is private, unless you have somebody helping you.

As you walk through the pad placement demonstration, reference the same steps as in the picture.
Put pad on. Show how to take off the adhesive strip and place the pad on underwear. Make sure
you discuss and demonstrate placement of wings on pads because many girls will have pads that
have wings. Emphasize that the adhesive side faces down.

Wash hands when done.

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 Ask students to volunteer to explain steps of placing a pad in underwear. Depending on the group, a
student may even provide a demonstration of placing a pad in underwear. Have supplies available for
student(s) to demonstrate.

You will need to change your pad when it is dirty.

Demonstrate changing a pad while going through pictures:
1. Review proper washing of hands.
2. Place some red food coloring on a pad to represent blood. Do this prior to the program. If students
recognize what menstrual blood looks like on a pad, they will become accustomed to it and be less
fearful when they have the real experience.
3. Remove pad and show how to wrap it in toilet paper. Emphasize not to touch the blood. Throw away
dirty pad in trash. Dont flush it down the toilet. Explain that if you put the pad in the toilet, the
toilet wont be able to flush. The pad is too big to go down the toilet.
4. Place new pad in underwear.
5. Wash hands. The instructor again reinforces proper technique.

Show Video demonstrating changing of pad.

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 Ask students to explain steps of changing a pad. Depending on group, a student(s) can even demonstrate
changing a pad (make sure to have a pretend soiled pad available).

Many girls need frequent reminders to change their pad. Suggest to students that they may use a timer to
remind them when to change their pads. They may need some help doing this. Some school settings will
allow this. You will need to change your pad when it becomes dirty or every 3-4 hours. You may feel wet
at times, which means its time to change your pad. Pads should be changed at least at these times (on
the slide) or even more often. If not, there may be leaking which is when the blood gets on your
underpants and clothes. Discuss what to do if you leak through a pad. Describe actions using clear and
observable instructions. Be careful when using the word embarrassing. This is a difficult concept. If the
group brings it up and understands the word then you can talk about it with them. When a pad leaks, we
want to clean it up because it is messy. Periods are private/personal. If blood gets on your clothes, other
people may see it. Go to the bathroom with a new pad and new underwear and pants/skirts/shorts.
Take the pad off. Wrap it in toilet paper and throw it in the trash. Take off the clothes that got blood on
them. Put clothes in a plastic bag. Put on a new pad. Put on new clothes. Take dirty clothes and wash
them in the washing machine to clean them. Emphasize that this is normal and happens to all girls but it
can get messy so we want to take care of it properly. Reinforce again to ask for help from a parent,
teacher, school nurse or trusted adult.

Discuss signs your period is coming. Sometimes when youre going to get your period, your stomach may
hurt. Your stomach may look or feel bigger. Your breasts may hurt when you touch them. You may see
red or brown on the toilet paper after you wipe.

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 Sometimes when you have your period, you may get cramps. Cramps feel like pain low down in your
tummy. Cramps can be uncomfortable and can hurt. If you get cramps you need to tell a parent or
trusted adult and they will help you feel better. Many girls and women get cramps when they have their
period. It is normal.

Reinforce again that these are private changes that happen to every girl. Who can you talk to about these
changes?

Have students do thumbs up, thumbs down as you go through the pictures again listing examples of
things they can discuss with these people and things they cant.

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 Again remind girls that these puberty changes can start at any of the ages displayed and that they now
know what to do when these changes happen. Remind students that this a time to ask mom, dad or
another trusted adult for help (Students can list who those adults might be.). Reinforce that everybody has
questions and will need help from a trusted adult. Have a brief discussion asking girls to list changes that
were discussed during class and maybe ideas of how to take care of those changes. Guide them with
answers if needed.
1. Get taller/bigger.
2. Hair on legs/arms may get thicker and darker. Hair will grow under arms (armpits) and in pubic
area. May shave under arms and legs.
3. Sweat more and be stinky so need to shower every day and use deodorant.
4. Pimples, so keep face and other areas clean and maybe put on medicine with a trusted adults
help.
5. Cant forget to brush our teeth 2-3 times a day.
6. There will also be private changes. Breasts will get bigger so will need to wear a bra.
7. Get period so wear pads and change them often so you dont get messy (Have girls name times to
change pads.).

*** These two following topics can be extremely uncomfortable to students and discussing them in 1st
person plural(we) will help them be less threatening to students.***
Discuss private parts: Public places are where other people can see us (school, store, etc.). Private
means away from other people, like in our bedroom or bathroom with the door closed. Everybody has
private parts of their body. We can tell which parts of our body are private because we cover them with
underwear. We dont touch our private parts in public where other people can see us. We dont ever put
our hands inside our pants in public. Sometimes we need to remember not to touch ourselves in public
so we can put our hands by our sides, cross our arms, or fold our hands. Demonstrate these motions while
showing slide. Sometimes we need to touch our private parts, like when our underwear is uncomfortable
or when we itch. We can ask to go to the bathroom. When we are alone in our bedroom or bathroom,
we can touch our private parts.

Copyright Robert Crown Center for Health Education, 2014

 Discuss Appropriate Touch: When we are with friends and family, its usually okay to touch them and for
them to touch us on the arm, back, shoulders, or hands. Point to these areas as you list them. These are
okay areas of the body. For example, we can give high-fives, pat them on the back, or touch them on
the arm to get their attention. Its not okay to touch other people on parts of their body covered by
underwear, such as their behind, breasts, penis, or vagina. Its not okay for anyone (but a doctor/
parent/______)* to touch us on parts of our body covered by underwear either. These are private parts
of our body and are stop areas. If someone touches us in our private areas, we should say STOP or
NO and tell mom, dad, or teachers. Sometimes mom, dad, another adult we trust, and our doctor will
need to see our private areas to help us stay clean and healthy. Have students give examples. We need
to remember that some people dont like to be touched on their arms, hands or heads and thats fine.
May need to alter to include caregivers or medical professionals who need to assist with daily living skills
or perform needed medical procedures.
Discuss examples:
1. Should a Dentist touch your mouth? Should a Dentist touch your breasts or pubic area?
2. Should a cashier touch your breasts or pubic area?
3. Can you shake hands with a good friend? Pat them on the back? High five? Touch their shoulder
to get attention. Should a good friend touch your breasts or pubic area?
4. Can an Aunt or Uncle touch your shoulder to get your attention? Pat you on the back? High five
you? Touch you on your breasts or pubic area?

At this time a pink blank slide will appear on the screen indicating an interactive component of the
program. This will not have a title so that it will not be distracting to the students. Instructor will have
students come up and place green or red stickers on large male/female body silhouettes demonstrating
safe/unsafe touch areas they can be touched as well as safe/unsafe areas they can touch others. Use the
terms OK and Stop to distinguish safe/unsafe areas.

Copyright Robert Crown Center for Health Education, 2014

 Thank students and teachers for coming and doing such a great job. Address any other questions at this
time.

Provide booklets to teachers to distribute to students and/or parents. Explain to students that the booklet
is for them to use with a parent or trusted adult. It will have information on the things we talked about
today to help remind them how to take care of their bodies during puberty and to answer questions they
may have.

Copyright Robert Crown Center for Health Education, 2014