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

Abstract

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.