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The Communication Dilemma;
Teaching facts about sex and sexuality to individuals with communication
disorders
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By Janice Adams
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*/www.adamspublications.com/*
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*/www.familysupport.ck.org/*
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Teaching children and adolescents about sex and sexuality is a challenge
without the added complications that can be present because of an
individual’s communication disorder. The word "sex" brings to mind a
plethora of facts about human reproduction and selfcare, while the word
"sexuality" more broadly refers to the convoluted dimension of human
relationships, which occur throughout our lifetime. Young people said to
be within the popularly coined, "Autism Spectrum Disorder", or more the
accurately labeled "Persvasive Developmental Disorder ", have moderate
to severe communication problems. Since the individual communication
needs of the children vary so widely, only programs of education that
address those unique needs, can hope to have any effect. In addition,
the type of information presented to the individual, must touch upon
both factual areas, such as self-care, as well as how to promote the
skills related to appropriate and /safe/ social interaction.
In order to know how the individual communicates and learns, it is
invaluable to have a Speech Pathologist involved. The assessment of this
professional can help parents and educators alike plot the most
effective manner by which to teach. However, parents and all those who
are a regular part of the child’s life, must contribute to this
assessment. Some individuals within the Autism Spectrum Disorder act and
communicate differently when they are with new people or if there is a
change of environment. An accurate picture of the young person is not
truly formed without the input of all those who are part of his/her life.
Some current, effective methods by which to offer information to
individuals with autism include:
* ***Within functional, practical situations*. ( ‘incidental teaching’)
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* Example*: An individual reaches out and touches a female’s breasts
while gesturing or speaking. He is drawn aside and there is a mutual
discussion. Or, if he is not able to comprehend on a purely verbal
level, he might be asked to refer to a pocket book which has an
illustrated version of his social/sexual circle. He is aided to look at
the line drawings that illustrate visuals of inappropriate touch.
* ***Within prearranged situations that are role-played:*
*Example*: Some individuals are able to practice appropriate social
interactions by viewing and participating in role playing. The situation
might be based on a real scenario that occurred. Individuals are aided
to problem-solve the best response to the situation and practice
appropriate behaviour. It must be noted that /generalization--/ or the
ability to adapt and apply information learned to new environments--is
often a problem for individuals within the Autism Spectrum. You cannot
assume that a concept has been learned unless the individual can apply a
strategy within a variety of settings with both familiar and unfamiliar
partners.
* ***Through the process of modeling:*
*Example:* A trusted female models the stages of using sanitary napkins
over the course of a week, incorporating red dyes of varying strength
which illustrate, literally, the appearance of light and heavy flows
during menstruation. A sequence of line drawings list the manner by
which to put on a sanitary napkin and go through a routine of hygiene.
While it may be practical to put such a visual display on the inside of
a bathroom cabinet door in one’s home, a miniaturized display in the
form of a pocket book, which the young teen carries, is a better option
for use in a school or work place.
* ***By means of augmentative communication*
Depending upon the needs of the individual, a variety of visuals may be
incorporated during *incidental teaching, formal lessons, modeling or
role-playing*:
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*Examples:* Commercially prepared photographs or line drawings can be
used which depict not only body parts but safe masturbation,
inappropriate touching etc; concrete objects can be used (the actual
sanitary products and their containers, condoms etc. while teaching);
commercially prepared slides and films can be incorporated; wall charts
or pocket visuals can be fashioned that illustrate the individual’s
social/sexual circle –‘who’ can be touched, and ‘how’.
Scripted social phrases and/or accurate visuals which match new
situations, must be assessed and periodically added to the individual’s
personal communication system, as he/she grows.
In addition to barriers created by the need to meet the widely different
learning styles of the individuals themselves, huge roadblocks may still
exist in the form of the attitudes and assumptions held by many of the
people within the individual’s life:
:
* How much detail must I tell her? Won’t she just get confused?
* Is it really necessary to broach the subject of intercourse since
Johnnie is simply not capable of a close relationship, let alone a
sexual encounter. Besides, he’ll be accompanied all his life by a
support worker, so what chance is there that he will have sex?
* Ronda is non verbal—how can I possibly teach her information
related to relationships, and what is the chance that she would
even understand it?
* Joey has a severe developmental disability and will be child-like
for the rest of his life. He won’t need that type of information.
* Bobbie is still young, there is lots of time to think about
teaching him this type of information in five years or even later.
Was has "sex" or "sexuality" got to do with him now?
The real danger associated with such misinformation or attitudes is that
the individual is ripe for abuse. Without the knowledge of /what is/,
/or is not/ appropriate ---the use of correct social phrases, the names
(and slang) for body parts, an understanding of appropriate touch, and
so on---the individual does not know how to recognize dangerous
scenarios or communicate this information to his/her caregivers. Even a
non-verbal individual can communicate fear, anxiety, or seek help, if
taught how, and when, to do so.
Humanity has survived as a species because we are sexual beings. This
human urge will not disappear within an individual with autism, just
because there may be a developmental delay, or a communication problem.
Furthermore, the ability to form intimate relationships is one of our
markers for ‘quality of life’. At a very young age, children begin to
learn how to form such human ties and strengthen them through the use of
facial expression and touch. Later, they add verbal communication to
their communicative repertoire. Children with the Autism Spectrum,
because of their acknowledged impairment when imitating the actions of
others, or their inability to easily comprehend the intricate dance of
human social interaction, need to have these facets of their education
addressed consistently and effectively, throughout the course of their
lifetime.