Family Perspectives: Listening and Learning From Two Moms

Family Perspectives: Listening and Learning From Two Moms

Ruth M. Eyres (Henderson State University, USA)
Copyright: © 2020 |Pages: 19
DOI: 10.4018/978-1-7998-2987-4.ch013
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The experiences of two families with sexuality education and their children with autism spectrum disorder are explored through a group interview with two moms. Both moms share fears, challenges, and successes as their families navigate providing sexuality education. Participant responses to prompts offer guidance and support for families who face similar circumstances. Family perspectives also offer insight to professionals providing sexuality education to families of children with autism spectrum disorder.
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The purpose of the study is to explore family experiences in regards to sexuality education and their children with ASD. The study will explore perceptions and shared experiences by engaging with parents in an interview process to investigate the following research questions:

  • 1.

    What are parent/family experiences in providing sexuality education to their children?

  • 2.

    What strategies do parents/families find effective in addressing sexuality education for children with ASD?

  • 3.

    What resources do parents/families find effective in addressing sexuality education for children with ASD?

Key Terms in this Chapter

Personal Safety: A basic need to be free of physical harm, aggression, harassment and victimization.

Family and Professional Roles: The roles typically taken on by family members and professionals in providing sexuality education. The strategies and information taught at home and at school or in therapy, respectively. Family roles include the things families do to prompt sexuality education and the option to seek support from professionals. Professionals offer support, education and guidance and can be from BCBAs, sexuality educators, and other volunteering or paid to work with family members.

Fears/Concerns: Parent/family members’ feelings of aversion and/or feelings that cause anxiety when thinking about and planning for their children’s future and sexuality education needs.

Personal Care/Hygiene: The skills needed to take care of oneself as independently as possible in regards to toileting, bathing, dressing, and so forth.

Parent/Family Perspectives: The viewpoint or way of thinking about sexuality education by various families and the professionals that work with families who have children with autism.

Puberty: The time during which children go through adolescence and mature sexually.

Sexuality Education Resources: Research, books, articles, support staff, agencies, websites available to help and guide family members to provide sexuality education.

Socio-Sexual Skills: Social skills important to navigate interactions, relationships, decision making in relation to sexual awareness/decisions (consent, asking someone on a date, making decisions about touch, etc.).

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