Date Presented 04/04/19
The understanding of the OT practitioner's role addressing puberty in adolescents with ASD is limited. This study explored predictors of comfort for practitioners through a descriptive survey. Through the survey, challenges, interventions, and comfort with puberty were identified. The data revealed correlations between education and experience influencing comfort. The results guide practitioners in addressing puberty in adolescents with ASD.
Primary Author and Speaker: Sydney Larson
Additional Authors and Speakers: Kelsey Hemberger, Sarah Nielsen
Contributing Authors: Marilyn Klug
PURPOSE: Adolescents (ages 8-16) with autism spectrum disorder (ASD) experience similar challenges during puberty as their neurotypical peers; however, their ability to navigate the challenges is different (Beddows & Brooks, 2016; Cridland, Jones, Caputi, & Magee, 2014; Cridland, Caputi, Jones, & Magee, 2015). While occupational therapy practitioners are working with individuals with ASD, it is unclear what types of puberty-related challenges and interventions are being addressed in practice. The purpose of this research study was to understand predictors and comfort of practitioners in addressing puberty with adolescents who have ASD. The primary research questions for the study were: 1) What puberty related challenges are practitioners most and least comfortable addressing with adolescents who have ASD? 2) What factors influence the comfort of practitioners in addressing puberty with adolescents who have ASD?
DESIGN: A descriptive survey design with exploratory inquiries was used. Stratified random sampling and convenience sampling were used to recruit participants. Researchers utilized an AOTA randomized mailing list, OT Connections, and a fieldwork database to recruit participants. The target population criteria included being an occupational therapist or occupational therapy assistant in the United States with experience working with adolescents who have ASD.
METHOD: The Occupational Therapy for Autism and Puberty Survey (OT-APS) was developed following a thorough literature review to better understand the predictors and comfort of practitioners in addressing puberty with adolescents who have ASD. The survey was distributed online to gather information about demographics, experience, education, and comfort in addressing puberty-related challenges as well as using interventions to address these challenges. Descriptive statistics, one-sample t-tests, and correlations were calculated using SPSS to analyze survey data. Alpha was set to .05.
RESULTS: A total of 71 respondents reported effort and experience working with adolescents who have ASD, education in ASD and puberty, and their comfort using interventions and addressing puberty-related issues with adolescents who have ASD. Parents (33.03%) and third parties (26.76%) were most likely to initiate discussion of puberty related challenges, and puberty related goals were seldom (60.56%) identified. With descriptives of these variables, one-sample t-tests were used to identify puberty related challenges and interventions most and least comfortable and correlations of education and experience related to comfort were estimated. Three challenges including masturbation, menstruation, and coping with puberty were least comfortable for respondents to address. Sexual education curriculums were the least comfortable intervention. Significant correlations were found between the number of ASD continuing education classes (all p<.001) and years of experience with comfort levels (all p<.05).
CONCLUSION: This research study provided evidence regarding the factors associated with comfort levels of practitioners to address puberty-related challenges in adolescents with ASD. Practitioners are more comfortable addressing specific challenges and using specific interventions during puberty and are uncomfortable addressing other important challenges and utilizing other interventions. Education greatly influenced practitioner comfort in addressing puberty while experience was a lesser factor. This information can be used to determine what areas practitioners require further education and experience in to increase comfort, better address this topic in practice, and expand opportunities for practitioners when working with adolescents who have ASD and their families.
References
Beddows, N., & Brooks, R. (2016). Inappropriate sexual behavior in adolescents with autism spectrum disorder: What education recommended and why. Early Intervention in Psychiatry, 10, 282-289. doi:10.1111/eip.12265
Cridland, E. K., Jones, S. C., Caputi, P., & Magee, C. A. (2014). Being a girl in a boys’ world: Investigating the experiences of girls with autism spectrum disorders during adolescents. Journal of Autism & Developmental Disorders, 44(6), 1261-1274. doi:10.1007/s10803-013-1985-6
Cridland, E. K., Caputi, P., Jones, S. C., & Magee, C. A. (2015). The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective. Journal of Intellectual & Developmental Disability, 40(4), 354-367. doi:10.3109/13668250.2015.1070814
