Sex Offending Behaviors and Adults

Sex-related behavior can present challenges in the community and present serious impacts on individuals with special needs. When considering sex offender types of behavior, special considerations are made for supervision, prevention, and education for the individual and the community at large. William is an elderly gentleman who presents with inappropriate sexual behavior resulting in both child and adult victims. The following chapter discusses his history along with some unique challenges related to his sexual behavior, interventions considered as part of his treatment plan, and some lessons learned from working with William and his unique considerations.

Enhancing Pro-Social Desired Behaviors to Reduce At-Risk Sexual Behaviors in Community Settings

There is a misconception that people with significant disabilities have little or no interest in sex or sexual relationships. This misconception often leads to the teaching of social sexual education on the back burner for practitioners, educators, and caregivers. This chapter discusses the self-monitoring strategies taught to a teenage girl with a diagnosis of autism spectrum disorder that engaged in inappropriate sexual behavior toward herself and others while in community settings. Mia is a 16-year-old female with a diagnosis of ASD. Mia significantly struggled to respond to the norms that dictate the social conventions regarding appropriate social interactions which led to the emergence of inappropriate sexual behaviors including public masturbation and the inappropriate touching of others. Using person-centered planning and a quality-of-life assessment tool, Mia's multidisciplinary team was able to identify prosocial, desired behaviors to assist Mia in achieving ultimate outcomes and place her in least-restrictive environments across community settings.

Cautionary Vignettes

Many parents have questions and concerns regarding teaching sexuality education to their children or young adults who have autism spectrum disorders. Dr. Bobby Newman has addressed these concerns with families, teachers, and people with autism spectrum disorders for 30 years. In this chapter, Dr. Newman explores the myths regarding sexuality education for people with autism spectrum disorder, the resulting problematic behavior that is a direct result of these myths and lack of education, and his clinical expertise in addressing sexuality education for people with autism spectrum disorder.

Mark's Story

The personal story of Mark Kent is not an easy one to read or to ignore. This chapter shares the difficult life story of Mark's journey from an individual who was sexually and emotionally abused as a child to one where he is currently in a healthy and happy marriage with four children. Mark attributes this success to his Asperger's Syndrome and the support of his family, but he also realizes he is an exceptional case study. He advocates for much better awareness, sexual education, and overall acceptance on the part of society to ensure others can overcome the same challenges he has faced.

Addressing the Psychosexual Development of Teenagers on the Autism Spectrum Using the Tackling Teenage Training Program

People believe the combination of autism spectrum disorder (ASD) and gender dysphoria (GD) is a complicated one. In addition, clinicians can be reluctant to diagnose and treat this combination of problems. In scientific research, several researchers are currently debating the existence of a link between ASD and GD. Nevertheless, everyone agrees that there is more gender diversity among adolescents with ASD than previously thought. The current case study illustrates an example of a gender journey for an adolescent with ASD and the challenges faced by mental health service providers in guiding adolescents or young adults with ASD in this gender quest.

ASD Into Adulthood

The purpose of this chapter is to provide a case study highlighting where lack of explicit sex education for people with ASD poses challenges into adulthood. The case study of represents ecologically valid challenges for adults with ASD and supports that takes into account the family system. Provided is a description of the setting, including the context of the environment that impacts the target behavior through the lens of a family therapist. A review of evidence-based interventions to address behavioral challenges is provided in conjunction with the implementation process and individuals involved.

Autism Spectrum Disorders and Sexual and Gender Expansive Identities

An increased correlation between expansive gender has been identified in individuals with autism. A case study of a family with a young boy with autism and Klinefelter's syndrome is presented that discusses the specific challenges from a parental perspective. Additional treatment considerations are presented.

Enhancing Sexual Awareness in Children With Autism Spectrum Disorder

Autism spectrum disorder (ASD) involves difficulties in communication, relationships, and social interactions. Social deficits, in conjunction with sensory issues, can provoke several difficulties regarding the capacity of a child to be engaged in a relationship. The present study is a case report that outlines the implementation of a sex educational program, aiming at increasing participant awareness and the ability to improve/establish relationships. Findings also revealed the need for early intervention on issues regarding sex education and the involvement of the family of children with ASD.

Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment

Students on the autism spectrum who exhibit sexually problematic behaviors in a public school setting are often misunderstood, and over time lead restrictive, isolated, and lonely lives removed from their peers. How can we best address sexually problematic behaviors with students on the spectrum, while upholding the lesser restrictive tenets revered by public education? Unfortunately, without fully understanding the significance their anomalous behaviors serve, students on the spectrum are typically fast-tracked to out-of-district placements. The purpose of this chapter is to present a case study that illuminates the complexities of addressing autism, sexuality, and education in a public school setting. This case will provide a summary of the assessment and programmatic design process, using targeted and evidenced-informed interventions specific to autism. Finally, this case will stress the importance of interdisciplinary collaboration, including parent partnership for promoting positive outcomes within the less restrictive environment.

Cognitive Behavioural Therapy for Sexual Offenders With Autism Spectrum Disorders

The vast majority of individuals with autism do not commit sexual offenses. While there has been some suggestion of a tendency towards anti-social or offending behaviors, a propensity for breaking the law by those with a diagnosis of autism spectrum disorder has not been found in the research literature. However, the small number of individuals with autism spectrum disorder who do commit crimes appear to cover the full spectrum of offenses committed by offenders without autism spectrum disorder, including sexual offences, arson, violence, theft, terrorism, and manslaughter, although large scale studies suggest they tend to commit proportionately fewer property, driving, and drug offences. The purpose of this case study is to present the use of cognitive behavior therapy to therapeutically address the problem sexual behaviors of a young man with ASD.