Recommendations for Implementing Comprehensive Sexuality Education for Students With Autism and Other Developmental Disabilities

Jennifer Hamrick (Texas Tech University, USA), E. Amanda DiGangi (Arizona State University, USA), Jason Travers (University of Kansas, USA) and Samuel A. DiGangi (Arizona State University, USA)
Copyright: © 2020 |Pages: 253
EISBN13: 9781799855316|DOI: 10.4018/978-1-7998-2987-4.ch014
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Abstract

Sexuality education is a critical component of any comprehensive education plan for individuals with intellectual and developmental disabilities (IDD). When determining the curriculum and interventions used to teach, a collaborative team of caretakers and educators should consider use of current state and national standards when determining the scope and sequence in order to promote a healthy knowledge of sexuality while ensuring use of effective models with use of evidence-based interventions to teach sexuality education. In some cases, inappropriate sexual behaviors must be addressed through use of behavior analytic assessments in order to effectively address problem behavior while teaching healthy and appropriate sexual behavior. Additionally, it will be important for the collaborative team to address any risks and ramifications of not fully addressing sexuality education with individuals with IDD. Part of that process will be to ensure all caretakers responsible for teaching the curriculum are fully trained and familiar with all components of the curriculum as well as addressing any cultural norms or areas of discomfort that might hinder effective implementation of the teaching.
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