Autism & Developmental

The longitudinal relation between childhood autistic traits and psychosexual problems in early adolescence: The Tracking Adolescents' Individual Lives Survey study.

Dekker et al. (2015) · Autism : the international journal of research and practice 2015
★ The Verdict

Kids who seem socially aloof at 11 are the same ones parents worry about at 14 when dating talk starts.

✓ Read this if BCBAs working with tweens in schools or clinics.
✗ Skip if Practitioners serving only adults or non-verbal clients under six.

01Research in Context

01

What this study did

The team followed a group of Dutch children for four years. They scored each child’s autistic traits at age 10-12. Then they asked parents about the child’s psychosexual worries at age 12-15.

No therapy was given. The goal was to see if early social style predicts later sexual worries.

02

What they found

Kids who showed less social interest and poor social tuning at 10-12 had more parent-reported psychosexual problems three years later. The problems were mild but real.

Examples included worries about dating, body image, and crushes.

03

How this fits with other research

Chang et al. (2022) used the same Dutch cohort and pushed the clock forward. They found that the same early traits predict gender-dysphoric feelings in young adults. Together the papers show a steady line from childhood social style to teen worries to adult gender questions.

Boets et al. (2011) looked at girls only and found that high autistic traits delay the first period. The two studies seem opposite—one says traits speed sexual worries, the other says traits slow physical puberty. The gap makes sense: physical and psychosexual timetables are different clocks.

Stevens et al. (2018) and George et al. (2018) moved the question to adults. Both found that adults with high autistic traits more often identify as bisexual or gender-nonconforming. The 2015 paper sits in the middle: it captures the first stirrings of these issues in early adolescence.

04

Why it matters

You now have a timeline. Social-passive kids at 11 may need help before crushes, periods, and identity questions hit. Start social-sexual education early. Use plain words, visual stories, and peer role-play. Check in with parents each year. A ten-minute chat at 11 can prevent bigger worries at 15.

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Add two questions to your parent update: ‘Any worries about crushes or dating?’ and ‘Does your child ask about bodies?’

02At a glance

Intervention
not applicable
Design
pre post no control
Sample size
1873
Population
not specified
Finding
positive
Magnitude
small

03Original abstract

Individuals with autistic traits are considered to be prone to develop psychosexual problems due to their limited social skills and insight. This study investigated the longitudinal relation between autistic traits in childhood (T1; age 10-12 years) and parent-reported psychosexual problems in early adolescence (T2; age 12-15 years). In a general population cohort study (n = 1873; the Tracking Adolescents' Individual Lives Survey (TRAILS)), autistic traits and psychosexual problems were determined. Logistic regression analyses were used to investigate whether childhood autistic traits, in individuals displaying no psychosexual problems in childhood, predicted the presence of psychosexual problems in adolescence, while controlling for pubertal development and conduct problems. Higher levels of autistic traits at T1 significantly predicted mild psychosexual problems at T2, above and beyond pubertal development and conduct problems. Particularly two dimensions of autistic traits at T1 were significant predictors; i.e. 'reduced contact/social interest' and 'not optimally tuned to the social situation'. Children with autistic traits - especially those with limited social interest and social regulation problems - showed to have a higher risk to develop psychosexual problems, albeit mild, in early adolescence as reported by parents. Although we showed that autistic traits predict psychosexual problems, it is only one of multiple predictors.

Autism : the international journal of research and practice, 2015 · doi:10.1177/1362361314547114