Brief Report: Sources of Sexuality and Relationship Education for Autistic and Neurotypical Adults in the U.S. and a Call to Action.

T et al. asked 1,000 U.S. adults—half autistic, half neurotypical—where they learned about flirting, dating, consent, and sex.

The team used an online survey. They listed 14 sources: friends, partners, parents, school, doctors, and the internet.

People checked every place they ever used. Then the team compared the two groups.

Autistic adults picked “friends my age” a large share less often for flirting tips.

They also picked “romantic partner” a large share less often for learning about safe sex.

Both groups used the internet heavily, but autistic adults still missed peer talks.

Menezes et al. (2021) showed school social-skills classes work when peers join in. T et al. now show autistic adults skip those same peer chats later in life. The fix: keep peer roles in the lesson plan.

Gilmore et al. (2022) found group social-skills training boosts social knowledge in teens. T et al. extend that finding—without continued groups, adults lose the peer pipeline for dating info.

Allen et al. (2024) urge BCBAs to use identity-first language and ask for assent. T et al. add a concrete task: bring the dating talk into that affirming plan.

If your client isn’t asking peers about dating, they still need the facts. Build a short lesson each month: consent, condoms, online safety. Use role-play, visuals, and peer co-teachers. One small slot on the schedule can close the gap the survey revealed.