![[ Visit Client Website ]](images/banner.JPG)
Thursday, May 15, 2008
Champagne Terrace/Bordeaux (Novotel London West)
Background: To understand sexual development, the emergence of sexual behavior problems, and how best to educate youth with ASDs about sexuality, evidence-based services best suited for families’ needs must be developed and evaluated.
Objectives: The aim of the current study is to expand on prior work (focus groups, questionnaire completion, pilot group programming) and evaluate the effectiveness of a group-based parent curriculum designed to (a) increase parents’ sense of competence in teaching their children, (b) reduce stress reported by parents regarding issues related to puberty and growing up, and (c) facilitate implementation of teaching goals and behavior management approaches.
Methods: Parents (N = 18) of high-functioning youth (13 male, 5 female; VIQ > 70) ages 12-18 (m = 15; SD = 1.65) participated in one of three 10-week parent groups. Measures include parent report of youth sexual development, parent perspectives, and pre- and post-group measures of comfort level, perceived competence, and goal attainment.
Results: Analyses support the findings from our prior pilot work, and demonstrate increased comfort with the topic for parents within group (p < .004), in discussions with their family (p < .004) and in discussions with their child (p < .04). Goal attainment ratings (0-5 scale) were high for all parents post-group and at 3-month follow-up (for families who have completed the follow-up phase; t (10) = 10.37, p < .0001), though specific goals varied greatly across families. Common themes arose for issues facing youth with ASDs (e.g., difficulties with privacy and hygiene, anxiety, and intensity of sexual interests).
Conclusions: Preliminary findings demonstrate the appropriateness of group-based parent psycho-education for addressing sexuality and issues related to growing up for youth with ASDs. Limitations and recommendations for future research directions in sexuality will be discussed.
Objectives: The aim of the current study is to expand on prior work (focus groups, questionnaire completion, pilot group programming) and evaluate the effectiveness of a group-based parent curriculum designed to (a) increase parents’ sense of competence in teaching their children, (b) reduce stress reported by parents regarding issues related to puberty and growing up, and (c) facilitate implementation of teaching goals and behavior management approaches.
Methods: Parents (N = 18) of high-functioning youth (13 male, 5 female; VIQ > 70) ages 12-18 (m = 15; SD = 1.65) participated in one of three 10-week parent groups. Measures include parent report of youth sexual development, parent perspectives, and pre- and post-group measures of comfort level, perceived competence, and goal attainment.
Results: Analyses support the findings from our prior pilot work, and demonstrate increased comfort with the topic for parents within group (p < .004), in discussions with their family (p < .004) and in discussions with their child (p < .04). Goal attainment ratings (0-5 scale) were high for all parents post-group and at 3-month follow-up (for families who have completed the follow-up phase; t (10) = 10.37, p < .0001), though specific goals varied greatly across families. Common themes arose for issues facing youth with ASDs (e.g., difficulties with privacy and hygiene, anxiety, and intensity of sexual interests).
Conclusions: Preliminary findings demonstrate the appropriateness of group-based parent psycho-education for addressing sexuality and issues related to growing up for youth with ASDs. Limitations and recommendations for future research directions in sexuality will be discussed.