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Behaviour Intervention
ASD and Relationships
This software is licensed
under the BC Commons License.
Learning Objectives
Upon completion of this module, students will be able to:
• Identify myths and stereotypes regarding sexuality and disability
• Explain biological/physical, psychological and socio-cultural dimensions
influencing sexuality and how these impact perceptions of sexuality and
persons on the ASD spectrum.
• Discuss support strategies recommended for enhancing sexual health and
knowledge for individuals with disabilities.
• Identify, examine and discuss how personal values and attitudes towards
sexuality and disability has implications for practice.
Human Sexuality Education for People
with Disabilities
• Myths and Stereotypes
– They will forever remain childlike
– They are and will always be asexual
– They are unable to understand their sexual desires
– They have uncontrollable sexual desires
– They are potential sexual deviants and teaching
them about sex, gives them “ideas”
– They will not marry or have children
Harm done
• All of the myths remove consequences from an individual’s
actions excluding them from the opportunity to learn more
appropriate sexual behaviour.
• Growth into adulthood combines a physically maturing body
and a range of sexual and social needs. Sexuality is an
important part of everyone’s life
• We have to guard against making inaccurate assumptions by
avoiding misinformation and a restrictive attitude towards
sexuality, as it reinforces all stereotypes and myths.
Socialization
• An important goal of any program is one that enhances the opportunity
for increase socialization which promotes a positive self-image
• Additionally, a good program advances the idea of competency and
confidence in social abilities
• Child with disabilities have:
– Fewer chances than their peers to observe, develop and engage in
appropriate social and sexual behaviour
– Limited opportunities to acquire information from peers…WHY?
What is sexuality?
Human sexuality encompasses the:
– Sexual knowledge, beliefs, attitudes, values and behaviours
– Anatomy, physiology and biochemistry of the sexual response system
– Roles, identity, and personality with individual thoughts, feelings, behaviours
and relationships
– Ethical, spiritual and moral concerns
– Group and cultural variations
– sex information and education council of the US
What is sexuality?
• Having a physical sexual relationship
(biological/physical)
• Physical sensations or drives our bodies experience
• Genital activity is one small part of human sexuality
What is sexuality?
• What we feel about ourselves
(psychologically)
• Whether we like ourselves (self-image and confidence)
• Our understanding of ourselves as men and women
(gender / sexual orientation identification)
• What we feel we have to share with others
What is sexuality?
• Social phenomenon (sociological) – Why we
are attracted to someone
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Friendship
Warmth
Approval
Affection
Social outlets
Spiritual
Hygiene
Dress
What is Sex Education?
A good sexual health program covers:
– Cognitive domain
• The facts and data
– Affective domain
• Feelings, attitudes, values and beliefs
– Skills domain
• The practical elements of healthy sexuality,
communications and making good decisions
Challenges
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Dealing with abstraction
Understanding social / cultural norms
Every person learns differently
Parents and caregivers
Risk of sexual abuse
Guidelines
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Understand your own values and beliefs about sexuality
Understand your own personal and privacy boundaries
Repeat, repeat, repeat
Be concrete with your examples
Teach the right to refuse
Remember that context is everything
Don’t overload with information
Be willing to explore normative sexual behaviours
Don’t set up double standards
Appreciate that all people are sexual beings and this can be
expressed in various ways.
ASD and Sexuality
INCIDENTAL TEACHING
- e.g. Josh reaches out and touches teacher’s breast:
- Consider the context, intent/or lack of intent
- Consider physical agility of the person (if someone has mobility
challenges, has this behaviour been interpreted correctly?)
- Show social story….and what else?
ROLE PLAYING
• Generalizing is a concern. You can’t assume because it is
learned in one area/environment that it will generalize over
all situations.
ASD and Sexuality
MODELLING:
- Trusted female models the stages of using a sanitary napkin over the
week by incorporating red dye of varying strengths to simulate the
flow
AAC
VISUAL AIDS, SOCIAL STORIES
Activity – Understanding our attitudes, values and biases
about sexuality in others
Practitioners must be aware of their own attitudes and values about sexuality
and sexual health in order to recognize bias and comfort with the topic
prior to supporting individuals on the autism spectrum and/or other
disabilities.
Read pages 14-22 from Preventing Aids and STDs through sexuality education
for students with intellectual impairments and answer the questions on
page 16:
1. What did you learn about yourself that may have implications for
supporting an individual with autism who requires sexual health support?
1. Review the articles on the following slide. Based upon your response in
question 1, what are three significant pieces of learning that will help to
assist you to support someone who requires sexual health support? Post
your response in the discussion forum and reply to at least 2 peers.
Activity
Autism and Sexuality –IMFAR 2012 Conference
http://www.autisable.com/763095248/autism-and-sexuality---imfar-2012conference/
Autism Survival Manual: Autism and
Sexualityhttp://www.youtube.com/watch?v=rvJfuDQsgJM
Gerhardt, P. (n.d.) Sexuality & Sexuality Instruction with Learners with Autism
Spectrum Disorders and Other Developmental Disabilities. [PDF].
http://www.howard-autism.org/docs/Workshops/Gerhardt.pdf
Koller, R. (2000). Sexuality and Adolescents with Autism. Sexuality and Disability, 29(2).
Human Sciences Press, Inc.
Stokes, M. & Kaur, A. (2005). High-functioning autism and sexuality. Autism. Sage
Publications. DOI: 10.1177/1362361305053258
References
Autism and Sexuality –IMFAR 2012 Conference http://www.autisable.com/763095248/autismand-sexuality---imfar-2012-conference/
Autism Survival Manual: Autism and Sexualityhttp://www.youtube.com/watch?v=rvJfuDQsgJM
Gerhardt, P. (n.d.) Sexuality & Sexuality Instruction with Learners with Autism Spectrum Disorders
and Other Developmental Disabilities. [PDF]. http://www.howardautism.org/docs/Workshops/Gerhardt.pdf
Koller, R. (2000). Sexuality and Adolescents with Autism. Sexuality and Disability, 29(2). Human
Sciences Press, Inc.
Quebec (2000). Preventing AIDS and other STDs through sexuality education for students with
intellectual intellectual impairments. Ministere de la Sante et des Centre do coordination
Services sociaux sur le sida.
http://publications.msss.gouv.qc.ca/acrobat/f/documentation/2000/00-309A.pdf
Stokes, M. & Kaur, A. (2005). High-functioning autism and sexuality. Autism. Sage Publications.
DOI: 10.1177/1362361305053258
Volkmar, F. & Wiesner, L. (2004). Healthcare for children on the autism spectrum: A guide to
medical, nutritional, and behavioral issues. Bethesda, MD: Woodbine House
Resource
The Cass Behaviour Intervention Provincial Partnership created this resource, funded through BCcampus as part of the Online
Program Development Fund.
Author(s)
Wendy Parry
Institution(s)
Douglas College
Title
ASD and Relationships
Description
Students explore the biological/physical/psychological and socio-cultural dimensions of sexuality
that contribute to the myths and stereotypes about sexuality for people with disabilities and ASD.
Strategies are examined for promoting sexual health and understanding, including the
practitioner’s personal attitudes and values regarding sexuality.
Date Created
5/31/2012
Education Level
College, Post Secondary
Key Words / Tags
Autism, Asperger's, sexuality, relationship, socialization
license
BC Commons v 2.0 license