Scoping Review of Sexual Health Education Interventions for Adolescents and Young Adults with Intellectual or Developmental Disabilities

Schmidt, Elizabeth K.; Brown, Christopher; Darragh, Amy

doi:10.1007/s11195-019-09593-4

Cited by 24 publications

(19 citation statements)

References 30 publications

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“…A variety of learning modalities were recommended, including videos, visuals, educational guides, UDL, and direct explicit instruction. The use of multiple medias such as images, videos, and models are commonly utilized in SE for individuals with intellectual and developmental disabilities (Sala et al, 2019;Schaafsma et al, 2015;Schmidt et al, 2020). Direct, explicit instruction was also salient in the evidence that described didactic teaching and group discussion (Sala et al, 2019;Schmidt et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…There may also be issues with accessing evidence-based resources to support SE provision (Lafferty et al, 2012). Although in recent years there has been an increase in studies analyzing the effects of SE for individuals with intellectual or developmental disabilities, these studies often had small samples, did not use randomized control trials, and were therefore limited in contributing to our understanding of what is most effective for this population (Schmidt et al, 2020). Although there are a few programs designed for individuals with intellectual and developmental disabilities, self-advocates have raised concerns about these programs (Sexual Health Equity for Individuals with Intellectual/Developmental Disabilities, n.d.).…”

Section: Introductionmentioning

confidence: 99%

“…Methods to teach SE content are referred to as "learning modalities" throughout this manuscript. Promising modalities for AYA with intellectual and developmental disabilities are illustrations (e.g., pictures and videos) and activity-based learning or guided practice (e.g., role play, modeling, and video modeling) (Schaafsma et al, 2015;Schmidt et al, 2020). Other interventions commonly utilized in SE programs for individuals with intellectual and developmental disabilities include feedback and reinforcement, didactic teaching, clear instructions, discussion, structured routines, and take-home assignments or tests and quizzes (Schaafsma et al, 2015;Schmidt et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study

Schmidt

Robek

Dougherty

et al. 2020

American Journal of Sexuality Education

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Introduction: According to the World Health Organization, sexuality education (SE) is considered a human right and aims to increase understanding, decrease abuse, unplanned pregnancies, and sexually transmitted infections. Yet, individuals with intellectual or developmental disabilities are less likely to receive or SE is primarily focused on safety and abuse prevention, despite best practice being comprehensive, inclusive, and positive approaches to SE. Methods: We performed a sub-analysis from a larger study to identify recommendations to improve accessibility of SE using interviews and focus groups with individuals with intellectual or developmental disabilities, parents, healthcare providers, and educators. Results: All participants recommended using educational guides, direct, explicit instruction, videos, visuals, and universal design for learning (UDL). Participants also recommended a variety of settings, including one-on-one, group, a combination, or technology. Conclusions: Educational guides, visuals, videos, UDL, and direct, explicit instruction should be utilized when providing SE to individuals with intellectual or developmental disabilities. Settings and modalities should be determined dependent on the individuals' preferences, abilities, and fit. Further, worksheets and handouts may be useful in educational and healthcare settings, while role playing and modeling may be useful in educational, community-based and/or home settings, and parents require additional education and training to support their children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study

Schmidt

Robek

Dougherty

et al. 2020

American Journal of Sexuality Education

Self Cite

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“…sexual abuse, relationships) rather than a comprehensive sex education programme (McDaniels & Fleming, 2016). However, an effective sex education programme for students with intellectual disability needs to include a variety of topics such as body parts, reproduction, initiating and maintaining friendships and sexual relationships, personal safety, sexually transmitted infections (STIs), and HIV (Schmidt et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…While various topics such as puberty and healthy relationships might be included in the curriculum (Schmidt et al, 2020), sex education for students with intellectual disability typically has a narrow focus and takes on a medical and biological view rather than attends to issues such as sexual pleasure and intimacy (Löfgren‐Mårtenson, 2012). Such restrictive curricula fail to provide comprehensive sexual knowledge for students with intellectual disability, thereby inadvertently reducing their capacity to develop self‐determination skills and agency regarding their sexual life, which in turn results in further exclusion (Rowe & Wright, 2017; Travers et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Importance of sex education for a successful transition to life after school: Experiences of high school girls with intellectual disability

Strnadová

Loblinzk

Danker

2021

Brit J Learn Disabil

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Accessible summary Quality sex education is important for all students. It also helps with a successful transition to life after school. We talked to 11 Australian high school girls with intellectual disability. We wanted to know what they think about their sex education at school. The girls told us that they were often not included in Individual Learning Plan meetings. They were also not consulted about what they would like to learn in sex education. Sex education classes were largely inaccessible for them. Accessible sex education classes are important to prepare students for life after school. Abstract BackgroundStudents with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post‐school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of sex education with Australian high school girls with intellectual disability, as they prepare for a transition to post‐school life. MethodThere were 11 high school girls aged 13–20 years who participated in this study. Interviews were conducted and analysed using inductive content analysis. FindingsThe findings indicate that critical topics such as gender and sexual identity, and masturbation are not sufficiently covered in sex education in New South Wales, Australia. The participating girls also highlighted ways in which teachers could make sex education lessons more accessible. Individual Learning Plan meetings, an important platform for transition planning, were attended by less than a third of the girls in this study. ConclusionsComprehensive and accessible programmes on sex education for high school girls with intellectual disability are needed to promote successful transition to an autonomous life for these students.

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Perinatal and Postpartum Health Among People With Intellectual and Developmental Disabilities

Shea,

Sadowsky,

Tao

et al. 2024

JAMA Netw Open

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ImportanceSmall, geographically limited studies report that people with intellectual and developmental disabilities (IDD) have increased risk for serious pregnancy-related and birth-related challenges, including preeclampsia, preterm birth, and increased anxiety and depression, than their peers. United States–based population-level data among people with IDD are lacking.ObjectivesTo identify perinatal and postpartum outcomes among a national, longitudinal sample of people with IDD enrolled in public health insurance, compare subgroups of people with IDD, and compare outcomes among people with IDD with those of peers without IDD.Design, Setting, and ParticipantsThis retrospective cohort study used national Medicaid claims from January 1, 2008, to December 31, 2019, for 55 440 birthing people with IDD and a random sample of 438 557 birthing people without IDD. Medicaid funds almost half of all births and is the largest behavioral health insurer in the US, covering a robust array of services for people with IDD. Statistical analysis was performed from July 2023 to June 2024.ExposurePeople who had a documented birth in Medicaid during the study years.Main Outcome and MeasuresPerinatal outcomes were compared across groups using univariate and multivariate logistic regression. The probability of postpartum anxiety and depression was estimated using Kaplan-Meier and Cox proportional hazards regression.ResultsThe study sample included 55 440 birthing people with IDD (including 41 854 with intellectual disabilities [ID] and 13 586 with autism; mean [SD] age at first delivery, 24.9 [6.7] years) and a random sample of 438 557 birthing people without IDD (mean [SD] age at first delivery, 26.4 [6.3] years). People with IDD were younger at first observed delivery, had a lower prevalence of live births (66.6% vs 76.7%), and higher rates of obstetric conditions (gestational diabetes, 10.3% vs 9.9%; gestational hypertension, 8.7% vs 6.1%; preeclampsia, 6.1% vs 4.4%) and co-occurring physical conditions (heart failure, 1.4% vs 0.4%; hyperlipidemia, 5.3% vs 1.7%; ischemic heart disease, 1.5% vs 0.4%; obesity, 16.3% vs 7.4%) and mental health conditions (anxiety disorders, 27.9% vs 6.5%; depressive disorders, 32.1% vs 7.5%; posttraumatic stress disorder, 9.5% vs 1.2%) than people without IDD. The probability of postpartum anxiety (adjusted hazard ratio [AHR], 3.2 [95% CI, 2.9-3.4]) and postpartum depression (AHR, 2.4 [95% CI, 2.3-2.6]) was significantly higher among autistic people compared with people with ID only and people without IDD.Conclusions and RelevanceIn this retrospective cohort study, people with IDD had a younger mean age at first delivery, had lower prevalence of live births, and had poor obstetric, mental health, and medical outcomes compared with people without IDD, pointing toward a need for clinician training and timely delivery of maternal health care. Results highlight needed reproductive health education, increasing clinician knowledge, and expanding Medicaid to ensure access to care for people with IDD.

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Scoping Review of Sexual Health Education Interventions for Adolescents and Young Adults with Intellectual or Developmental Disabilities

Cited by 24 publications

References 30 publications

Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study

Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study

Importance of sex education for a successful transition to life after school: Experiences of high school girls with intellectual disability

Perinatal and Postpartum Health Among People With Intellectual and Developmental Disabilities

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