Supporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators.
Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, London, WC1H 0NU, UK.
Division of Psychology and Language Sciences, University College London, London, UK.
Macquarie University, Sydney, Australia.
Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, London, WC1H 0NU, UK. [email protected]
- Published Article
Journal of Autism and Developmental Disorders
- Publication Date
Jul 01, 2020
Limited research has examined puberty in autistic girls, yet alone those who are minimally verbal and with additional intellectual disabilities. In this study, ten parents and ten educators were interviewed about their views and experiences of supporting these girls through puberty. Results demonstrated that many parents had concerns prior to the onset of puberty in these girls. Yet, for most girls, experiences of puberty were felt to be positive, with the girls coping well with changes that they were experiencing (e.g. menstruation, breast development and developing body hair). Thematic analysis of interview data highlighted three main themes: a range of individual experiences and needs; the importance of promoting dignity and respect; and identifying ways to support these girls through puberty.
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This record was last updated on 07/03/2020 and may not reflect the most current and accurate biomedical/scientific data available from NLM.
The corresponding record at NLM can be accessed at https://www.ncbi.nlm.nih.gov/pubmed/30357644