Inappropriate sexual behaviour in adolescents with autism spectrum disorder: what education is recommended and why

Beddows, Nicola; Brooks, Rachel

doi:10.1111/eip.12265

Cited by 56 publications

(43 citation statements)

References 16 publications

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“…Appropriate hygiene and grooming behaviors (e.g., applying deodorant, shaving, menstrual care) should be explicitly taught and practiced repeatedly to encourage greater independence. Researchers and clinicians have employed several techniques to teach these skills including modeling, role-play, social stories, visual schedules, and task analyses; though, research in the area of adaptive skills and personal hygiene at puberty is lacking [35][36][37].…”

Section: Pubertymentioning

confidence: 99%

“…Further underscoring the need for appropriate management strategies in this area, an estimated 75% of adolescents with ASD have been found to engage in some kind of sexual behavior, and 30% engage in sexual behaviors that were described as concerning (e.g., public masturbation, inappropriate arousal, exhibitionism) [33,35]. Due to pervasive social and communication deficits, the ASD population is also at increased risk for sexual victimization.…”

Section: Pubertymentioning

confidence: 99%

“…However, sexuality research is limited particularly in regards to effective methods of teaching. Many behavioral and cognitive-behavioral strategies have been applied such as self-management, didactic instruction, and role-play but more research is needed to support evidence-based practice [35,37].…”

Section: Pubertymentioning

confidence: 99%

“…Though the desire for intimate relationships is similar in the ASD population compared to the general population, individuals with ASD often fail in the initiation and pursuit as well as the maintenance of romantic relationships [43]. Impairments in socialization limit the ability of individuals with ASD to participate in romantic relationships and may lead to the engagement in inappropriate romantic gestures and courtship behaviors such as stalking [35,43]. This highlights the importance of integrating instruction and training on social skills particularly related to romantic relationships into larger social intervention programs for adolescents and adults with ASD.…”

Section: Navigating Social and Romantic Relationshipsmentioning

confidence: 99%

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Autism spectrum disorders: management over the lifespan

Matson

Cervantes

Peters

2016

Expert Review of Neurotherapeutics

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For the majority of the autism spectrum disorder (ASD) population, symptoms begin within the first years of life and associated difficulties continue throughout the lifespan. Currently, the research literature focuses more heavily on problems in childhood. However, given that adulthood accounts for the majority of life, more focus should be placed on evidence-based, lifelong treatment and management strategies for ASD. Areas covered: This paper reviews the topic of lifelong ASD management, primarily emphasizing issues in adolescence and adulthood. Among the topics discussed are timing and methods of treatment across the lifespan, and specific intervention targets that emerge or are more relevant to this older cohort. Expert commentary: Several advances have been made in the treatment of adolescent and adult specific issues. However, research should continue to focus on these areas. Greater focus on coordination of care across disciplines and policy regarding ASD management over the lifespan is also required.

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Section: Pubertymentioning

confidence: 99%

Section: Pubertymentioning

confidence: 99%

Section: Pubertymentioning

confidence: 99%

Section: Navigating Social and Romantic Relationshipsmentioning

confidence: 99%

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Autism spectrum disorders: management over the lifespan

Matson

Cervantes

Peters

2016

Expert Review of Neurotherapeutics

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“…Además de dificultar el establecimiento de relaciones sociales y románticas significativas, los défi-cits en comunicación y habilidades sociales aumentan el riesgo de tener experiencias sexuales negativas, incluyendo la victimización o abuso sexual, por no saber diferenciar adecuadamente los comportamientos admisibles de los inadmisibles (Brown-Lavoie, Viecili & Weiss, 2014;Gabriels, & Van Bourgondien, 2007;Stokes, Newton & Kaur, 2007). En vista de estos rasgos distintivos a nivel social, comunicativo y comportamental que presenta el TEA, es necesario poder ofrecer una respuesta educativa adaptada a las mismas, tanto en lo que se refiere al contenido como a la metodología de instrucción (Beddows & Brooks, 2016;Hénault, 2006;Kalyva, 2010;Nichols & BlakeleySmith, 2010;Travers & Tincani, 2010;Tullis & Zangrillo, 2013;Wolfe, Condo & Hardaway, 2009).…”

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Eficacia del programa de educación afectivo-sexual EAS-SALUSEX para adolescentes con TEA

Llario¹,

Ruiz-Palomino²,

Campos³

et al. 2018

Revista INFAD de Psicología

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RESUMENLos/as adolescentes con TEA se caracterizan por carecer, en la mayoría de los casos, de las habilidades necesarias para establecer interacciones con fines afectivo-sexuales. Por este motivo, a demanda de un grupo de padres y profesores de un instituto público de Educación Secundaria, el equipo SALUSEX ha diseñado e implementado un programa de educación afectivo-sexual especialmente dirigido a satisfacer sus necesidades tanto en lo referido a conocimientos y actitudes como, sobre todo, en habilidades de comunicación e interacción con sus iguales con fines afectivo-sexuales. El programa fue aplicado a los 10 adolescentes (50% chicos y 50% chicas) de entre 14 y 17 años que formaban parte del aula CyL de un Instituto de Educación Secundaria de Castellón de la Plana. Los resultados muestran que su nivel de conocimientos ha mejorado sustancialmente ya que, por ejemplo, el 97,2% conocen la información básica en relación con la higiene corporal y la prevención de ITS; también han mejorado sus actitudes siendo un 87,5% quienes responden acertadamente en cuanto a la prevención del sexismo y la violencia de género, pero lo más remarcable es su mejora en cuanto a las habilidades habiendo adquirido un 90,5% unas pautas correctas de comportamiento en las relaciones de pareja. También son destacables las cifras crecientes a lo largo de las sesiones en cuanto a la motivación y satisfacción con los avances adquiridos. Se concluye la necesidad de normalizar la educación afectivo-sexual en este colectivo dada la creciente demanda y los buenos resultados obtenidos en este estudio piloto.

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