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Information about AnatomySocial_JDBassociates

Published on March 25, 2014

Author: JoyBeckerJDBAssociat


ANATOMY SOCIAL The structure of social mistakes JDB Associates Consulting Ltd

AWEtiszm: Competition Question: What activity, task, or game brings out your competitive streak? Response: When an adolescent on the autism spectrum with a social/emotional age that is a few years younger than their chronological age has not had any sexuality education, makes a public/private mistake, is labeled an offender, and does not have socio-sexual education sessions as part of their intervention. This brings out my competitive streak.

My Competitive Streak • I feel like I begin to compete with all of the attitudes, values, and perspectives that get in the way of youth’s access to comprehensive socio-sexual education delivered in a way they understand and comprehend.

Scenario • 16 year old male with autism was sitting in the living room of his uncle’s home playing with his pre-school aged female cousins aged 3 and 5 years old. They were bounding on his lap as youngsters do. He got an erection in his pants. As the erection grew his hips started to move back and forth. At that moment his uncle walked into the room and yelled at the teen to stop playing with his female cousins this way. The teen was confused. He didn’t know why his uncle was so angry and upset. • When his father tried to talk to him about it, he had a meltdown, went to his room, and started to isolate himself from people. He refused to go to school or any social outings.

Office Visit • His agreed to visit my office with his uncle to learn about the anatomy of his social mistake. • When asked if the teen had received any socio-sexual education classes to date the reply from his uncle was, "No, we weren't sure when would be the right time to start this education or how to go about doing it."

Teaching Strategies • Adapt teaching methods to accommodate an individual’s unique learning style ,restricted interests, and needs • Consider student’s motives and values • Their personal experiences are meaningful to them so emphasis should be placed on using these experiences to facilitate the lessons. JDB Associates Consulting Ltd.

Teaching Strategies • Create a learning environment that minimizes stress and decreases possible behavioral difficulties in advance of the education session. • Create some rules that emphasize expected behavior at each session (e.g. take turns talking, questions are ok). • Ideal length of one-to-one sessions is 45- 60 minutes. Individuals should not be exposed to situations longer than can be tolerated. Watch for signs of overload – yawning, agitation, glazed-over eyes. JDB Associates Consulting Ltd.

Session One: Who are you? What makes you lose your cool? Emotions? Trusted Adults.

Session Two: Concept of Public and Private


Session Three: CIRCLES – Me, Family, Relatives, Friends, Acquaintance s, Helpers, Strangers JDB Associates Consulting Ltd.

Session Four: Male Puberty relationships/other-family-ed-programs/changes-in-you/




JDB Associates Consulting Ltd. Anatomically Correct Dolls

What is Social-Sexual Education • Effective education emphasizes the connection between interpersonal communication skills and sexuality • Includes the knowledge of physical, emotional and social growth, maturation and understanding of individual needs JDB Associates Consulting Ltd.

Social Story - Puberty Changes Adapted from Gerhardt(1) socialskills.pdf JDB Associates Consulting Ltd.

Teaching Strategies •Individualized instruction should be: • Concrete and specific • Brief and clear • Visual • Interactive through imitation and role play • Taught in real life settings when appropriate • Repeated frequently and on an ongoing basis JDB Associates Consulting Ltd.

I use imitation and role-play •Anatomically Correct Dolls – body awareness •Puppets - social development, conversation skills •Role-Play Scenarios – Hygiene, Boundaries, Personal Safety • Can also be delivered by augmentative communication • Social scripts and visuals must be adjusted to match new situations and added to communication systems as individual grows JDB Associates Consulting Ltd.

Teach Socio-sexual Skills to Learners with ASD • Use the same techniques used to teach other behaviors: • Pictures • Shaping the behavior • Rehearsing the expected behavior • Personalized stories • Role-playing • Discrete trial instructions Adapted from Gerhardt(1) socialskills.pdf JDB Associates Consulting Ltd.

Research Findings • The literature generally promotes an accepting approach to masturbation training for individuals with autism • Caregivers will want to address masturbation in a matter-of-fact, individualized manner • It is suggested that instructors teach appropriate time and place and suggest specific interventions when masturbation happens in public JDB Associates Consulting Ltd.

Masturbation/Modifying Behaviour to Meet Social Norms • Masturbation, a rhythmic self-stimulation of the genital area, is a healthy and normal part of self-discovery (Haka-Ikse and Mian, 1993). • It may also provide self-gratification; it may or may not prelude sexual intercourse (Monat-Haller, 1992). • In some severely mentally disabled individuals, it may also appear as a form of self-injurious behaviour (Van Dyke et al., 1995) JDB Associates Consulting Ltd.

Self Pleasuring • SIECUS states that “sexual self-pleasuring or masturbation is a natural part of sexual behaviour from individuals of all ages.” • Because self-pleasuring is a common occurrence among people with autism, it should be addressed in sexuality training. JDB Associates Consulting Ltd.

Contact Information Joy Becker RN BSN MPH© JDB Associates Consulting Ltd. Website: Blog: Email: Phone: 778.300.5647 JDB Associates Consulting Ltd.

References • Ailey, S., Marks, B., Crisp, C., Hahn, J. (2003). Promoting sexuality across the life span for individuals with intellectual and developmental disabilities. Nursing Clinics of North America, 38, 229-252. • American Academy of Pediatrics Committee on Children with Disabilities (1996). Sexuality education of children and adolescents with developmental disabilities. Pediatrics, 97(2), 275-278. • American Psychoanalytic Association, 48(4): 1327-1354. • Ames, H. & Samowitz, P. (1995). Inclusionary standards for determining sexual consent for individuals with developmental disabilities. Mental Retardation, 4, 264-268.

References • Baxley, D. & Zendell, A. (2005). Sexuality Education for Children and Adolescents with Developmental Disabilities: An Instructional Manual for Educators of Individuals with Developmental Disabilities, Sexuality Across the Lifespan. Tallahassee, FL: Florida Developmental Disabilities Council, Inc. • Biro, F.M. & Dorn, L.D. (2006). Puberty and adolescent sexuality, Psychiatric Annals, 36(1): 685-690. • Cambridge, P., Carnaby, S. & McCarthy, M. (2003). Responding to masturbation in supporting sexuality and challenging behaviour in services for people with learning disabilities, Journal of Learning Disabilities, 7(3): 251-266. • Eaves, L.C. & Ho, H.H. (1996). Brief report: stability and change in cognitive and behavioural characteristics of autism through childhood, Journal of Autism and Developmental Disorders,26(5): 557-569.

References • Green, C. & Reid, D., (1996). Defining, validating, and increasing indices of happiness among people with profound, multiple disabilities. Journal of Applied Behavior Analysis, 29, 67-78. • Greydanus, D.E., Rimsza, M.E. & Newhouse, P.A. (2002). Adolescent sexuality and disability, Adolescent Medicine, 13(2): 223-247. • Griffiths, D. (1999) Sexuality and developmental disabilities: Myths, conceptions and facts. In I. Brown and M. Percy, (Eds.). Developmental Disabilities in Ontario (pp. 443-451). Toronto: Front Porch Publishing. • Griffiths, D.M., Richards, D. , Fedoroff, P., & Watson, S.L. (Eds.) 2002. Ethical dilemmas: Sexuality and developmental disabilities. NADD Press: Kingston, NY • Koller, R. (2000). Sexuality and adolescents with autism. Sexuality and Disability, 18(2), 125-135. • Konstantareas, M. & Lunsky, Y. (1997). Sociosexual knowledge, experience, attitudes, and interests of individuals with autistic disorder and developmental delay. Journal of Autism and Developmental Disorders, 27(4), 397-413.

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