Arai, Sakiko and Contemprato, Alexys and Kline, Keely and Winkler, Mikayla (2020) Relationships and dating: educating those with developmental disabilities about intimate relationships. Masters thesis, Stanbridge University.
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Abstract
Studies have revealed that those with developmental disabilities (DD), including autism spectrum disorder (ASD), intellectual disabilities (ID), and attention-deficit/hyperactivity disorder (ADHD) are interested in dating, but have difficulties discriminating between friends and significant others, as well as what hinders and helps a relationship (Roth & Gillis, 2015; Fulford & Cobigo, 2018). Those with ASD are still seeking avenues for dating, such as online dating, but are putting themselves at risk due to difficulty determining safe and unsafe behaviors (Roth & Gillis, 2015). In order to address such risks of individuals with ASD, it is important for educators and healthcare practitioners to provide formal education on what is appropriate and inappropriate when engaging in sexual and romantic relationships (Pecora et al., 2016). Because sexuality, dating, and forming romantic relationships involve participation in social interactions, occupational therapists (OTs) can play an essential role in addressing these concerns with individuals with DD to enhance occupational performance. This project aimed to address sexuality with young adults with DD to help improve social participation by guiding participants on how to form healthy, intimate relationships. The intervention was implemented over the course of three weeks with a total of three one-hour workshops. At each workshop, participants were given a pre- and post-test on the material presented for the day. Four facilitators delivered a 30-minute presentation on topics regarding how to approach others, appropriate touch, stalking behaviors, consent, and online safety. Participants were then given scenarios to read aloud and were to determine whether these scenarios were appropriate or inappropriate dating behaviors. A pre- and post-survey was given to all participants to measure differences before and after the intervention. In this convenience sample pilot study, young adults over the age of 18 with DD participated in workshops. Results of the study did not show a significant increase in participants’ knowledge and comfort level on relationships and dating. However, participants and parents provided positive feedback about their perceptions of the workshops and ways to best improve upon it. This intervention program can be a useful base for therapists, educators, and caregivers working with young adults with DD to improve social skills necessary to establish intimate relationships, and increase overall quality of life for participants by better understanding and interacting with peers.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | R Medicine > RC Internal medicine |
| Depositing User: | Institutional Administrator |
| Date Deposited: | 18 Jan 2022 23:36 |
| Last Modified: | 02 May 2024 21:43 |
| URI: | http://repository.stanbridge.edu/id/eprint/58 |
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