Predictors of Access to Sex Education for Children with Intellectual Disabilities in Public Schools
1 Learning CEU
Abstract: Data from the National Longitudinal Transition Study—2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of
sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools.
Read Barnard-Brak et al., 2014 12-page article and answer 10 questions with 100% accuracy to receive 1 Type 2 CE
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Course Curriculum
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1
Barnard-Balk et al., 2014
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Article
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Quiz
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Evaluation/Feedback
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About the instructor
Founder/Executive Director/BCBA-D
Christen Russell
As the founder and Executive Director of Affecting Behavior Change, LLC., I created ABC from my passion and commitment to education, diversity, equity, inclusion, justice, and belonging, ethical behavior and decision-making, behavior analysis, and continual personal and professional growth. I take a lifelong learner approach to systematically fill the gaps in areas of continuing education, professional development, and research. As an ACE coordinator, I have created over 40 continuing education events.
As a Board Certified Behavior Analyst, my clinical experience focuses on quality assurance, compliance, clinical support, business development and growth. I also work closely with leadership and management divisions on compliance, training and delivery of sound, ethical and effective behavioral supports to achieve client goals. I have established and assisted with the startup, and/or growth and development of four agencies providing ABA services. I have consulted with health care agencies, providing services to 100s of staff, including BCBAs, BCaBAs, RBTs, executive, administrative, clinical and operations staff. I have provided consultation to teachers, parents, business owners and staff.
I have my PhD in Applied Behavior Analysis from Endicott College. I have my Master of Science in Psychology with a specialization in Applied Behavior Analysis. With a focus on supervision, staffing, recruitment, training, strategic planning, and working in the field for over 20 years, I have a broad spectrum of clinical expertise.