Sociosexual knowledge, experience, attitudes, and interests of individuals with autistic disorder and developmental delay.
Autistic clients often recognize sexual content but cannot name it—test both skills and teach the words before teaching the rules.
01Research in Context
What this study did
The team talked to 29 autistic adults and teens plus 25 peers with other delays. They asked each person to name pictures of sexual items and to point at the correct picture when the tester said a word. They also asked how the person felt about dating, marriage, and sex.
The goal was to see if knowing the words, having experience, and liking the idea of sex all line up together.
What they found
Autistic people could point to the right picture as well as anyone. When asked to say the name, they gave the correct label far less often. They also said they liked the idea of dating and sex more than the other group, even though they knew fewer facts.
In short: recognition okay, naming weak, interest high.
How this fits with other research
Stokes et al. (2007) followed up ten years later and showed the same gap in real life. Their autistic teens and adults tried to date but used odd or even stalk-like moves, hinting that strong interest without solid knowledge can backfire.
Xue et al. (2024) built a new 131-item survey that now lets you measure psychosexual skills in adults with autism. Their tool updates the old picture test and gives you standard scores, so you can track progress after teaching.
Ramos-Cabo et al. (2021) looked at early pointing in young kids with autism and found fewer clear index-finger points. Together these papers show a pattern: understanding may stay, but naming and polite use of that knowledge often needs direct teaching.
Why it matters
Check both pointing and naming when you assess sex ed readiness. A client who can point to a condom may still not say the word, so do not assume mastery. Use the new Xihan survey for adults, start picture naming drills early, and pair them with clear rules for dating behavior so interest does not turn into unsafe or stalk-like actions.
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Join Free →Run a quick probe: show three pictures (condom, kissing, dating) and ask client to point when you say each word, then ask them to name each picture—note where pointing passes and naming fails.
02At a glance
03Original abstract
Thirty-one individuals, 15 with autistic disorder and 16 with developmental delay, male and female, were asked to select from a series of drawings depicting sexually relevant activities and to define them. In addition they were asked to describe their sexual experiences, attitudes, and interests, using a semistructured interview format. Ability to select through pointing out sexually relevant body parts or activities was not different by level of functioning, group, or gender. There were differences in providing a sociosexual label, however, with better performance for those with developmental delay and for the higher functioning. No differences were evident for sexual experiences, likely because of the considerable variability across subjects and types of activity, with some individuals reporting very many and others very few. As to attitudes, individuals with autistic disorder endorsed more sexual activities than those with developmental delay. Higher knowledge of sexuality terms and activities was inversely related to their endorsement. Literalness and perseveration were evident in the responses of some, primarily those with autistic disorder. Results are discussed for their relevance to the reliability and validity of information on sexual awareness among the developmentally disabled. Suggestions for future research are offered.
Journal of autism and developmental disorders, 1997 · doi:10.1023/a:1025805405188