Sex education for adolescents with autism spectrum disorder: an integrative literature review.

This study looked at how to teach sex education to autistic teenagers. Researchers reviewed 24 studies and found four main areas that need to be covered: body changes, sexual relationships, loving relationships, and staying safe. There's confusion about who should teach these topics - parents, schools, or health professionals. The study found there aren't enough programs designed specifically for autistic teens.

More specialized sex education programs are needed to help autistic teenagers develop healthily and stay safe.

This integrative literature review examined approaches to sex education for adolescents with autism spectrum disorder (ASD). Analyzing 24 studies using the Joanna Briggs Institute methodology, researchers identified four key thematic areas: bodily changes, sexual relationships, affective relationships, and self-protection. The review revealed significant gaps in current practice, including disagreement about who should deliver sex education (parents, schools, or health professionals) and a lack of personalized, effective programs tailored to the unique needs of adolescents with ASD. The findings highlight an urgent need for specialized sexuality education initiatives that are adapted to support the healthy development and protection of autistic adolescents.

Findings emphasize the need for specialized, autism-adapted sexuality education programs. Healthcare professionals should collaborate with families and schools to develop comprehensive approaches covering the four identified themes. Training programs for educators and clear practice guidelines are needed to address role confusion and improve service delivery.

This integrative review identifies gaps but doesn't provide outcome data on intervention effectiveness. The study doesn't report sample characteristics of the reviewed studies or specify methodological quality assessment. Limited detail on geographic or cultural contexts of included studies may affect generalizability.

The present study aimed to identify scientific approaches to teaching sex education to adolescents with autism spectrum disorder (ASD), analyzing social implications and the roles of parents, caregivers, and professionals. This is an integrative literature review based on the Joanna Briggs Institute methodology, which allows for mapping key concepts and identifying gaps in the literature. The research question was developed using the Population, Concept, and Context (PCC) strategy for the review, as follows: P - parents, caregivers, and health professionals; C - how to adequately implement sexuality education during adolescence; C - adolescents with ASD. The final sample included 24 studies, which were organized into four thematic axes: bodily changes, sexual relationships, affective relationships, and self-protection.

The findings revealed divergences regarding who should address the topic with adolescents (parents, schools, or health professionals), in addition to the scarcity of personalized and effective programs. In this light, our study highlighted the need for initiatives that ensure sexuality education adapted to the particularities of adolescents with ASD, promoting their healthy development and protection.