1. 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

2. 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!!

3. 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

4. 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

5. 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
andragogy-by-barbara-miroballi

6. 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

7. 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

9. 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.

10. 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

11. BREAK time 10minutes, please

12. 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

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

14. soccss
Situation Options Consequences Choices Strategies Simulation

15. Soda
Stop Observe Deliberate Act

16. LUNCH!

17. 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

18. 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 (pp ); References and Resources. (p198)

19. 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 pp

20. 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

21. 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

22. Case study/scenarios: intentional teaching

23. Questions?

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