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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 • • • • • • • • 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 • • • • • Dealing with abstraction Understanding social / cultural norms Every person learns differently Parents and caregivers Risk of sexual abuse Guidelines • • • • • • • • • • 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