Browsing by Author "Curtiss, Sarah L."
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Item Autistic Young Adults, Parents, and Practitioners Expectations of the Transition to Adulthood(SAGE Publications, 2020-01-01) Curtiss, Sarah L.; Lee, Gloria K.; Chun, Jina; Lee, Heekyung; Kuo, Hung Jen; Ami-Narh, DanielleParental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: Normative Hopes, Living with Uncertainty , Mismatch of Reality and Expectations , Impairments Shape Expectations, and Services Dictate Expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.Item The Birds and the Bees: Teaching Comprehensive Human Sexuality Education to Individuals with Intellectual and Developmental Disabilities(SAGE Publications, 2018-01-01) Curtiss, Sarah L.This article describes a framework for providing human sexuality instruction to individuals with Intellectual and Developmental Disabilities (IDD). There are two main components in this framework: (1) goals for healthy sexual development throughout the lifespan and (2) dimensions of sexuality instruction. For each dimension of instruction, this article will outline specific strategies and resources that can be used by special educations. By following the recommendations in this framework, special educators will be more confident in teaching human sexuality to their students with IDD.Item Building Capacity to Deliver Sex Education to Individuals with Autism(Springer, 2016-01-01) Curtiss, Sarah L.; Ebata, AaronProfessionals from a variety of fields are called upon to understand the needs of individuals with autism, advocate for services, and provide sexuality education, however, few have formal training. This study examined a process to build capacity for individuals with autism to receive human sexuality education through training professionals via a one day workshop and providing ongoing education online. To better understand both the context for professionals and the outcomes of the training we examined the reasons participants attended, their work climate surrounding issues of human sexuality education for individuals with autism, the extent to which the training changed instructional behavior and perceptions of readiness, and the differential effectiveness of follow-up education based on online delivery modality (Facebook update or email message). Participants were interested in attending a training on human sexuality education even if they had no intention to teach this topic. In general, the climate among attendees was positive for teaching human sexuality education both in terms of their own values and their perceptions of support by others. The workshop and follow-up online education were effective for increasing instructional behavior and feelings of readiness.Item Disseminating Resources Online for Teaching Sex Education to People with Developmental Disabilities(Sexuality and Disability, 2021-06-12) Curtiss, Sarah L.; Stoffers, MelissaSex education is important for individuals with developmental disabilities; however, it is difficult for educators to find resources to support them when teaching sex education. A website, asdsexed.org, was developed to disseminate sex education resources. Using analytic data from the website we explored how dissemination occurs online. We identified (1) how visitors were referred to the website; (2) what search terms were used to look for sex education resources; (3) what content was most frequently viewed; and (4) how visitors engaged with the content. Search engines were the top referrer. Variations on the phrase “body parts” were the most frequently recorded terms. Free lesson plans were the most viewed content. Privacy social stories were the most engaged with content. Online dissemination was a complex undertaking but did allow for potential sex educators to be connected with research-based resources.Item Integrating Family Ritual and Sociocultural Theories as a Framework for Understanding Mealtimes of Families with Children on the Autism Spectrum(Wiley, 2018-01-01) Curtiss, Sarah L.Based on a critical review of research on family meals and autism, this article explores ritual and sociocultural perspectives on shared family meals of families with children on the autism spectrum. Family ritual theory is a lens for analytically understanding phenomena observed in family life, how individuals are connected, and how symbolic meaning is created through patterned behavior. Sociocultural theory explains the presence of culture in thinking, the nature of learning, and the relation between development and instruction. An integration of these theories provides a framework for understanding what mealtime rituals mean and how they are created. Specifically, I address the limitations that impairments associated with autism may impose on a family’s ability to have shared family meals by situating sociocultural theory as a method for including children with autism in family rituals when they are not naturally occurring events.Item The Nature of Family Meals: A New Vision of Families of Children with Autism(Springer, 2019-01-01) Curtiss, Sarah L.; Ebata, Aaron T.Families with children on the autism spectrum are often viewed in terms of their deficits rather than their strengths. Family meals are portrayed as sources of stress and struggle for parents and children. In this study, we take a resilience perspective to challenge underlying assumptions and get a more accurate picture of the nature of shared family meals. In-depth interviews were conducted and mealtimes were video recorded with 16 families for this thematic analysis. We identified four themes as being particularly salient to the mealtime experience: (1) schools and homework, (2) managing eating, (3) chores, and (4) intimate conversations. Our results elucidate the context of mealtimes as a site where parents struggle, yet negotiate, the challenges of everyday family life.Item Service models for providing sex education to individuals with intellectual disabilities in the United States(Journal of Intellectual Disabilities, 2023-03-16) Curtiss, Sarah L.; Stoffers, MelissaIndividuals with intellectual and developmental disabilities face barriers to accessing sex education, including a lack of professional ownership over providing sex education. Limited information exists regarding educator training background, funding structure, and who they serve. We interviewed 58 sex educators of individuals with intellectual and developmental disabilities. We integrated thematic analysis and composite narratives to identify service models and the benefits and challenges associated with them. We identified seven service delivery models: clinic-based board-certified behavior analysis; mental health therapists; small businesses; public health not-for-profits; disability programs; high school-based educators; and university-based educators; and three themes that addressed the strengths and challenges of these service models: Instructional Implications of the Short-term, Drop-in Approach; Getting on the Same Page; and Questioning Who Should Teach Sex Education. Understanding these typologies and their strengths and challenges provide insights into how we can build capacity for sex education services.Item Sex.Ed.Agram: Co-created Inclusive Sex Education on Instagram(Sexuality and Disability, 2023-05-03) Curtiss, Sarah L.; Myers, Kaitlyn; D’Avella, Madison; Garner, Sarah; Kelly, Cailin; Stoffers, Melissa; Durante, SarahMost sex education programs for adults with intellectual disabilities are led by non-disabled sexual health experts. This approach may be less effective and appropriate for adult learners. Using community-based participatory research (CBPR), we explored a program that uses an inquiry-based learning process so that members can create reliable information about sex and disseminate it on Instagram. Through thematic analysis of interviews with group participants, we identified three themes about how the program brought everyone’s different ideas about sex and sex ed together into content for Instagram: Blurring the Lines Between the Educated and Educating; Learning is Dependent on the Strengths and Weaknesses of Our Connections; and Committed to Inclusivity but Wrestling with Ableism.Item Understanding Provider Attitudes Regarding Father Involvement in Early Intervention(SAGE, 2019-01-01) Curtiss, Sarah L.; McBride, Brent A.; Uchima, Kelly; Laxman, Dan J.; Santos, Rosa M.; Weglarz-Ward, Jenna; Kern, JustinPublic and research interest in fathers as active parents has increased dramatically with considerable attention given to father involvement in direct child-rearing activities; however, mothers continue to be the most likely participants in early intervention services. Using thematic analysis we explored providers’ perceptions (n = 511) of father involvement in early intervention regarding (a) the impact of increased father involvement; (b) how father involvement could be increased; and (c) the role of culture in father involvement. Providers believed more involvement was better and identified several ways in which fathers made and difference. Some providers believed it was not in their hands to increase involvement; however, other providers identified system-level and direct approaches. Providers preponderantly reported culture as a barrier to involvement but there were notable exceptions. We recommend providers receive professional development to support family-centered philosophies and practices that are inclusive of father involvement.Item Understanding the Risk of Sexual Abuse for Adults with Intellectual and Developmental Disabilities from an Ecological Framework(Wiley, 2020-01-01) Curtiss, Sarah L.; Kammes, RebeccaCurrent research on sexual violence perpetrated against individuals with Intellectual and Developmental Disabilities (IDD) focuses on rates of victimization and individual risk factors. This research suggests that individuals with IDD are at a greater risk for sexual violence compared with the general public. At this time, there is no comprehensive theoretical framework to explain sexual abuse risk factors for individuals with IDD. This article describes such a framework by examining how an ecological perspective can be used to understand why individuals with IDD are at increased risk as well as provide a roadmap for how to prevent sexual abuse. An ecological framework, first introduced by Bronfenbrenner in 1979, examines individuals at multiple contextual levels. Current research on sexual violence and adults with IDD is reviewed through an ecological lens. We argue that an ecological approach is necessary for examining the nature of sexual violence and IDD, understanding why individuals with IDD are at a greater risk for sexual violence, and providing insight into how to prevent sexual violence.