Sexual health and wellness education Teaching strategies for people with autism Pat Carney, M.Ed. DDS Office of Learning and Development Jason Litto, HSC DDS Holyoke/Chicopee Area Office

Learning objectives for the series By the end of this 2-day series, you will be able to: Define sexuality broadly and identify its importance throughout a person’s life Recognize different ways that sexuality can be developed, in safe and healthy ways Access ideas, skills and information to be helpful to the people you support as they navigate the complicated world of sexual expression and relationships. Act with both competence and confidence!!

Goals of sexuality education Increase self-esteem and self-concept Encourage age appropriate, typical behaviors and opportunities. Decrease anxiety, guilt, stress, self-criticism. Improve ability to express preferences and make decisions. Improve communication skills, particularly in “taboo” areas. Jurkowski and Novak Amado, 1993

Goals of sexuality education Expand information base and vocabulary Expand awareness of relationships and intimacy Promote positive health behaviors; improve health and well-being Reduce probability of sexual contact aggression or dangerous sexual activities Reduce likelihood of unplanned pregnancy, vulnerability to abuse, transmission of HIV/AIDS and other STI Jurkowski and Novak Amado, 1993

Adult Learning Principles (aka: principles of facilitative teaching practice) Adults need to know: how learning will happen, what will be learned, why it is important (Need to Know) ROPES handout Experience (including error) provides the basis for learning activities (Foundation). Learning should be active, constructive, collaborative. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Self-directed learning is part of this, but is context-dependent. Malcolm Knowles, 1973 https://sites.google.com/a/nau.edu/educationallearningtheories/adult-learning-theory- andragogy-by-barbara-miroballi

Adult learning principles Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Learning may require both direction … concrete steps, and support… encouragement. Adult learning is problem-centered rather than content- oriented (Orientation). Learning is connected to life: experience, reflection, generalize, test. Thiagi handout Adults respond better to internal versus external motivators (Motivation). Intrinsic motivation is tied to having choice about what is learned; why does the person want to learn it? Malcolm Knowles, 1973

Multiple intelligences An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings. Howard Gardner, 1983

The Teaching Plan: Ensures that the teacher thinks clearly and completely about the learning goal and objective and means to achieve it, Ensures that the learner has consistency in teaching style that they can count on, regardless of who happens to be the teacher on a given day.

Teaching Plans include: Learning Goal Assessment of the person’s current skills, knowledge and understanding (ASK) Learning Objectives (SMART) Teaching /talking points and strategies Evaluation of teaching and learning Same regardless of topic… ISP

BREAK time 10minutes, please

Teaching social competency skills What is the goal of the individual? Environmental approaches Determining what skills may need to be taught Assessing possible teaching tools

Teaching social competency skills Video Modeling Social Stories Social Behavior Mapping SOCCS / SODA 5-Point Scale Circles Superflex

soccss Situation Options Consequences Choices Strategies Simulation

Soda Stop Observe Deliberate Act

LUNCH!

Intimate relationships and sexual health Lesson plans include: (page 187 start) List of materials and equipment you need to present the entire lesson Student objectives: written about what the student should be able to DO, KNOW or UNDERSTAND by the end of the lesson (ASK and SMART) Agenda… what is going to happen during the lesson (ROPES: overview) Davies and Dubie, 2012

Davies and Dubie, cont.d. Lesson VI Plan: introductory comments (ROPES: review) VERY explicit instructions about what to do… heavily verbal (ROPES: presentation) Handouts and Activity Sheets (ROPES: exercise) Summary and assignment (ROPES: Summary) Bonus material: working individually v. with a group; recommendations for documenting the session (pp196- 197); References and Resources. (p198)

Chapter 8 Introduction to dating pp 187-221 Definition of dating Sensory sensitivity review Preparing to date: hygiene, independence, social skills, psychological state and appearing self-confident Handouts pp201-221

Chapter 9: the dating world pp223-246 Finding someone to date Picking successful places and activities for a date Social Communication Skills needed on a date What to do after the date Regular dating … beginning romance Handouts pp.234-246

Chapter 12: Sexual intimidation: harassment, aggression, and abuse Abusive behavior within a relationship-What is it and what should be done about it? When does a social mistake destroy relationships or become illegal? What is harassment and why is it a problem? Sexual aggression and illegal sexual behaviors – what are the consequences and how can you reduce your chances of this happening to you? Use of technology and cyber space – special things we all need to know

Case study/scenarios: intentional teaching

Questions?

Teaching is more than imparting knowledge. It is inspiring change Teaching is more than imparting knowledge. It is inspiring change. William Arthur Ward