Behavioral Interventions for Inappropriate Sexual Behavior in Individuals with Developmental Disabilities and Acquired Brain Injury: A Review

Autor/inn/en	Clay, Casey J.; Bloom, Sarah E.; Lambert, Joseph M.
Titel	Behavioral Interventions for Inappropriate Sexual Behavior in Individuals with Developmental Disabilities and Acquired Brain Injury: A Review
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 123 (2018) 3, S.254-282 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Intervention; Sexuality; Developmental Disabilities; Intellectual Disability; Brain; Injuries; Literature Reviews + Suchen Sie Ihr Suchwort? Sexualität; Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung; Gehirn
Abstract	Inappropriate sexual behavior (ISB) is a common, but understudied, issue for individuals diagnosed with developmental disabilities (DD), intellectual disability (ID), and/or acquired brain injuries (ABI). We conducted a systematic review to identify, analyze, and synthesize published behavior-analytic approaches to intervention for ISB in DD, ID, or ABI populations. Twenty-three studies employing single-subject research methodology were identified and evaluated using quality indicators described by Horner et al. (2005). Results of our analysis suggest insufficient evidence exists to consider any specific response-suppression technique an overarching treatment for decreasing ISB using the Horner et al. criteria. However, broadly speaking, behavior analytic approaches have been highly effective. Practitioners should consider function-based intervention and draw from studies identified as having strong supporting evidence. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01