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A systematic review of relationships and sex education outcomes for students with intellectual disability reported in the international literature.

Background: Little is known about how to evaluate relationships and sex education (RSE) delivered to students with intellectual disability and what stakeholders perceive are important outcomes. The present study aimed to systematically review existing studies on outcomes of RSE, as the first step in...

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Published in:Journal of Intellectual Disability Research Vol. 66; no. 7; pp. 577 - 617
Main Authors: Paulauskaite, L., Rivas, C., Paris, A., Totsika, V.
Format: research systematic review tables/charts Journal Article
Published: Wiley-Blackwell Jul2022
Online Access:View this record in EBSCOhost
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      dt: Jul2022
      vid: 66
      iid: 7
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/jir.12952
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        atl: A systematic review of relationships and sex education outcomes for students with intellectual disability reported in the international literature.
      aug:
        au:
          Paulauskaite, L.
          Rivas, C.
          Paris, A.
          Totsika, V.
        affil: Social Research Institute, University College London, London, UK
      sug:
        subj:
          Interpersonal Relations Education
          Sex Education
          Students with Disabilities Education
          Intellectual Disability
          Outcomes of Education Evaluation
          Human
          Systematic Review
          Descriptive Statistics
          Human Body
          Hygiene
          Sexuality
          Sexual Intercourse
          Social Behavior
          Sexual Behavior
          Safe Sex
          Emotions
          Vocabulary
          Self Concept
          Positive Psychology
          Parents of Children with Disabilities
          Parental Attitudes
          Faculty Attitudes
          Medline
          Psycinfo
          Embase
          ERIC Database
          Cochrane Library
      ab: Background: Little is known about how to evaluate relationships and sex education (RSE) delivered to students with intellectual disability and what stakeholders perceive are important outcomes. The present study aimed to systematically review existing studies on outcomes of RSE, as the first step in the development of a core outcome set (COS) for students with intellectual disability. Method: A systematic literature process included two stages: (1) searching for studies reporting on RSE outcomes for students with intellectual disability and (2) studies reporting on measurement properties (e.g. validity, reliability and responsiveness) of standardised instruments identified in stage 1. Results: A total of 135 RSE outcomes were extracted from 42 studies: 43 outcomes for students in secondary education and 92 outcomes for students in further education. No RSE outcomes were reported for primary education. Outcomes referred to the human body, hygiene, relationships, sexuality, sex and its consequences, inappropriate and appropriate social and sexual behaviour, keeping safe, emotional vocabulary and positive self‐esteem. Outcomes were predominantly knowledge‐based, rather than relating to skills and attitudes development. Students with intellectual disability, parents and teachers perceive different RSE outcomes meaningful. Five instruments were used to measure the outcomes, but none have established psychometric properties with this population. Conclusions: The comprehensive list of RSE outcomes for students with intellectual disability will be used to inform the next steps of a Core Outcome Set needed for RSE evaluations in research and education settings. There is an urgent need to develop standardised instruments validated for students with intellectual disability.
      pubtype: Academic Journal
      doctype:
        research
        systematic review
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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