Experiences of Sex Education and Sexual Awareness in Young Adults with Autism Spectrum Disorder

Abstract

The research investigated feelings towards sex education and sexual awareness in young adults with autism spectrum disorder (ASD). Data were generated from the Sexual Knowledge, Experiences, Feelings and Needs Questionnaire (McCabe, 1999), the Sexual Awareness Questionnaire (Snell, Fisher & Miller, 1991) and semi-structured interviews.Twenty typically developing and twenty ASD individuals took part. Feelings toward sex education did not differ between the groups, but the groups differed significantly on measures of sexual awareness. The ASD group reported negative experiences of sex education and issues of vulnerability, social anxiety, and confused sexuality were prominent features of the qualitative interviews. The report confirms that sex and relationship education is not sufficient to match the needs of people with ASD. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 2 SEXUAL AWARENESS IN ASD 1 Experiences of Sex Education and Sexual Awareness in Young Adults with Autism SpectrumDisorder BLIND Abstract and Manuscript without contact information Click here to view linked References AbstractThe research investigated feelings towards sex education and sexual awareness in young

Brief Report: Sexual Attraction and Relationships in Adolescents with Autism

“…Adolescents with ASD require sexual education as the findings from this study indicate they are entering relationships and some are having sex by 14 years of age. Research suggests that young people with ASD may need further sex education than is provided by mainstream programs (Hannah & Stagg, 2016). There are some emerging sex education programs (Corona, Fox, Christodulu, & Worlock, 2016) but also gaps in evidence-based programs targeted for ASD (Beddows & Brooks, 2015).…”

Expresión sexual de las personas con TEA: percepción de los profesionales de la educación

“…Ello implica la necesidad de una formación continua, de manera que puedan atender a las dificultades que presentan las personas con TEA y generar estrategias positivas de apoyo (Amer, 2017). Si bien es cierto que los profesionales tratan de trabajar la ES de este alumnado de una manera positiva y preventiva, teniendo en cuenta las características singulares de expresión sexual que pueden generar estas personas, la respuesta más común suele ser la prohibición y, de esta manera, existe un cierto riesgo de que el alumnado comprenda el proceso de desarrollo sexual de una manera negativa (Hannah y Stagg, 2016). Ante las adversidades se deben generar oportunidades de mejora y estrategias para atender a la diversidad sexual y evitar en la medida de lo posible la prohibición (Pask et al, 2016), ya que tienen derecho a una ES independientemente de su funcionamiento intelectual o la severidad de sus dificultades (Koller, 2000).…”

“…sociales (Kalyva, 2010) y, por tanto, una mayor facilidad para exteriorizar sus deseos e intereses (Haracopos y Pedersen, 1992). De igual modo, Hannah y Stagg (2016), en un análisis comparativo, indican que las personas con TEA presentan una menor conciencia sexual, menor autocontrol y menor asertividad, además de sentimientos más negativos sobre su sexualidad y su ES que las personas con un desarrollo normotípico. Respecto a las conductas sexuales, varios estudios indican que las personas con TEA participan mayormente en conductas sexuales solitarias donde se observa que las habilidades sociosexuales pueden verse afectadas en aspectos de higiene personal y toques públicos inadecuados (Gilmour, Schalamon y Smith, 2012).…”

Person‐Oriented Research Ethics to Address the Needs of Participants on the Autism Spectrum

“…Participants could also be offered different ways to complete a protocol, such as choosing between two topics of conversation in a study of conversational reciprocity, 121 giving either blood or saliva samples, 122 or choosing how a medication is delivered 123 . There can be group or individual settings for completing questionnaires or interviews 124 . Participants can be given the choice to complete some components at home or at the research site 125 .…”