Establishing a sexual identity. Case studies of learners with autism and learning difficulties.

Tissot (2009) followed seven autistic teens who also had learning difficulties. All lived at the same residential school in the UK.

Staff and parents built an ongoing sexuality-education plan for each student. The paper tells how they did it, not whether it worked.

The school created lessons, visual stories, and circle-time talks. They also trained staff to answer questions about bodies, dating, and LGBT labels.

No test scores or behavior counts were reported. The study is a description, not an outcome trial.

Kuenzel et al. (2021) extends this picture by surveying autistic adults. They found more asexual, bi, and gay identities than in the general public. Catherine’s classroom work may help younger students understand those same labels before they leave school.

Matson et al. (2009) asked staff in a similar residential setting about sexual offending. Workers viewed it as less controllable than other problem behavior. Catherine’s proactive education plan could counter that belief by teaching consent early.

Poppes et al. (2010) built a risk-assessment tool for sexual behavior in clients with ID. Their checklist could guide schools like Catherine’s on which topics need the most teaching time.

Most BCBAs receive little training on sexual identity. This paper gives you a ready map: involve parents, use plain visuals, and rehearse real-life situations like asking someone out or saying no. Start small—one 10-minute lesson per week—and build as comfort grows.