Faculty of Health, Deakin University, 221 Burwood highway, Burwood, VIC, 3030, Australia.
Division TEACCH, University of North Carolina, Chapel Hill, NC.
Autism Res. 2017 Nov;10(11):1823-1833. doi: 10.1002/aur.1831. Epub 2017 Jul 10.
Socio-sexual functioning encompasses an individual's interests, behaviors, and knowledge with respect to sexual, romantic, and social aspects of life. An individual's understanding of these domains is developed through a range of informal and formal avenues of sexual health education. The current model demonstrated this and proposed that, compared to typically developing individuals, those with ASD develop socio-sexual functioning differently due to having less peer engagement, less relationship experience, more parental guidance, greater use of online materials, receive less school-based sexual health education, and more support from wellbeing services. Systematic review and meta-analysis of existing literature revealed that individuals with ASD have greater difficultly adhering to privacy norms, engage in less social behavior, are described as engaging in less appropriate sexual behavior, have greater concerns about themselves, and receive less sexual health education. Having fewer opportunities for appropriate informal and formal sexual health education leaves them at a double disadvantage from others who are receiving this information from both of these avenues. Some of the current meta-analytic results are cautioned by large l-square statistics which suggest that a degree of variance is being caused by extraneous factors. Further empirical research in this area is needed to overcome current design and sample limitations. Finally, the Sexual Behavior Scale was the most commonly utilized tool in the meta-analyzed studies, thus comprehensive evaluation of its functioning is warranted. The importance of work in this area is highlighted by the central role of social and sexual wellbeing on one's quality of life. Autism Res 2017, 10: 1823-1833. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
Review of existing literature revealed that individuals with ASD have greater difficultly adhering to privacy norms, engage in less social behavior, are described as engaging in less appropriate sexual behavior, have greater concerns about themselves, and receive less sexual health education. Having fewer opportunities for appropriate informal and formal sexual health education leaves them at a double disadvantage from others who are receiving this information from both of these avenues.
社交性功能包括个人在性、浪漫和社会生活方面的兴趣、行为和知识。个人对这些领域的理解是通过一系列非正式和正式的性健康教育途径发展起来的。当前的模式证明了这一点，并提出与典型发展的个体相比，由于同伴参与较少、关系经验较少、父母指导较多、更多地使用在线材料、较少接受学校性健康教育以及更多地依赖福利服务，自闭症谱系障碍个体的社交性功能发展不同。对现有文献的系统回顾和荟萃分析表明，自闭症谱系障碍个体更难以遵守隐私规范，社交行为较少，被描述为性行为不太恰当，对自己的关注更多，接受的性健康教育更少。由于缺乏适当的非正式和正式性健康教育的机会，他们与从这两个渠道获得这些信息的其他人相比处于双重劣势。一些当前的荟萃分析结果受到大 l 平方统计数据的警告，表明存在一定程度的方差是由外部因素引起的。需要在这一领域进行进一步的实证研究，以克服当前的设计和样本限制。最后，性行为量表是荟萃分析研究中最常用的工具，因此需要对其功能进行全面评估。该领域的工作重要性体现在社交和性幸福感对一个人生活质量的核心作用上。自闭症研究 2017，10：1823-1833。© 2017 国际自闭症研究协会，威利期刊，公司。
对现有文献的回顾表明，自闭症谱系障碍个体更难以遵守隐私规范，社交行为较少，被描述为性行为不太恰当，对自己的关注更多，接受的性健康教育更少。由于缺乏适当的非正式和正式性健康教育的机会，他们与从这两个渠道获得这些信息的其他人相比处于双重劣势。
