The Program for the Education and Enrichment of Relational Skills (PEERS) was originally developed at UCLA by Dr. Elizabeth Laugeson, Founder and Director of the UCLA PEERS Clinic, and Dr. Fred Frankel in 2005 and has expanded to locations across the United States and the world. PEERS is a manualized, social skills training intervention for youth with social challenges.
There are four options for getting training in PEERS. (1) The PEERS Certified Training Seminar last two days and is hosted at UCLA. It is designed specifically for mental health professionals and educators interested in learning and/or implementing the PEERS intervention into their clinical practice. (2) PEERS provides off-site training seminars, presentations or talks for a variety of agencies based on their specific needs. These may range from 1-4 days, with varying costs. (3) The PEERS Certified School-based Training for Educators is designed exclusively for teachers, school psychologists, counselors, speech and language pathologists, administrators, and school-based professionals who are interested in learning to implement The PEERS Curriculum for School-based Professionals. Attendees will obtain 24 hours of training over 3 days and this training also takes place at UCLA. And (4) PEERS provides off-site School-based training seminars, presentations or talks for a variety of agencies based on their specific needs. These may range from 1-4 days, with varying costs.
The PEERS program naturally lends itself to sex ed instruction. For example, the adolescent program focuses on
- How to use appropriate conversational skills
- How to find common interests by trading information
- How to appropriately use humor
- How to enter and exit conversations between peers
- How to be a good host during get-togethers
- How to make phone calls to friends
- How to choose appropriate friends
- How to be a good sport
- How to handle arguments and disagreements
- How to change a bad reputation
- How to handle rejection, teasing, and bullying
- How to handle rumors and gossip
This video features a program that uses PEERS for sex ed
The 1 hour and 13 minute movie, Autism in Love, is about falling in love, wanting to fall in love, the struggle of understanding love, and heartbreak. More than that, this movie is about what it means to be autistic, how love shapes identity, and the support of family. There are multiple viewing options but it is currently airing for free on Independent Lens. It follows the stories of four individuals on the autism spectrum as they navigate issues of love and relationships.
Here is a guide for using the film as a teaching tool: Autism in Love Viewing Guide
This movie is more geared toward adults as the youngest person featured in the film is in his early 20s and much of the film centers on marriage. If you were working with older teens, you may want to focus on Lenny.
These curricula materials are for educators working with young adults. It is a bit more in depth than the high school curriculum and discusses human sexuality in a broader sense.
During week 4, we focused on understanding crushes.
There were three activities for the participants this week:
What is a crush?
The participants first brainstormed things that a person with a crush might feel or think. Participants had different levels of understanding on what having a crush meant to them. The purpose of this activity was to help the participants to understand that crushes are a special set of thoughts and feelings about another person. We later discussed thoughts and ideas that the group may have that may be unsafe when it comes to having a crush.
How to deal with a crush?
We used three videos to help the participants to understand how to deal with a crush. The videos covered these topics: What if you like a friend, How to tell if a guy likes you, and How to get a guys attention. These videos give concrete ways to deal with a crush.
Turning someone down
We used a video about how to say no to deal with a variety of situations when it comes to turning someone down.
For more information and activities on crushes visit our Human Sexuality 101 Week 5- Crushes and Adult Human Sexuality Week 3- Crushes curriculum
This Week’s Material
Week 4 Powerpoint
The previous week focused on crushes so this week’s topic, dating, was a natural extension. We did a lot of role playing and it went wonderfully. We were able to pull out parts of the role play to reinforce many of the different concepts. The last time I had done role playing was with middle school students- adults are just so much different to work with. They took the role plays very seriously and put a lot of effort in. One of the actors did turn out to have a comedic streak so the activity was fun as well as thoughtful.
We also did an activity where we asked participants to think about the characteristics in a relationship that were most important to them. We had a couple red flags on the list (like one about physical mutuality) and they were all tuned into why that is important. This activity lead to a nice open discussion where we talked about other items on the list that were important to us. For the most part, people in the group are really centered on having similar interests and values.
Free free to use the materials we’ve developed.
Materials for this week
Parents are often afraid of the day that their daughter comes home and says she has a boyfriend! This social story having a boyfriend addresses this event to help a young girl understand what your expectations might be when it comes to having a boyfriend. We went with the strategy of instructing on how she can interact with her “boyfriend” in many age appropriate ways, for example, she can look at him, giggle, and then look away.
There are many different ways to make visuals: cut and paste from magazines, jot down words and images, use Boardmaker, use power point…
For each method there are different pros and cons and a lot can be said for something that’s just plain easy to use. I also don’t think there’s anything wrong with a visual that has been made quickly- if it gets the message across, it doesn’t have to look nice.
But sometimes it is important for for a visual to be ascetically pleasing- and I wanted to share a free tool that’s available for making infographics (what marketers and advertisers call visual supports). It’s not particularly easy to use and it takes more time, but in the end you have a nice looking product. I would use this I wanted to make something I could use over and over (it’s worth the time) or if I was working with someone who thinks my regular visuals are “babyish”. You have to be careful about resisting the temptation to over clutter. There are several different generators, but for no cost, this one has the most flexibility and is relatively easy to use. http://www.easel.ly/
This visual goes along with the “What Should I do?” exercise we did during the workshop. You can download this visual as a PDF.
This topic generated a lot of good discussion. Our group was a little distracted today (maybe because we had a week break). For next week we’re going to try a few different classroom management strategies so we can try to spend more time focused. We’re going to simplify the rights and the responsibilities and give them 3 rules (no talking when I’m talking, no hitting, and no mean comments). We’ll also use a visual stop sign for if the group gets out of control. I’ll keep you posted how it goes! Having said that, despite distractions, I’m confident the group did learn a few things about crushes.
Activities this week…
What is a crush?
Students brainstormed what a person with a crush might be thinking and feeling. Students varied in their level of understanding as to what a crush is. This activity helped students understand that crushes are a special set of thoughts and feelings about another person. They will learned from each other what those thoughts and feelings are. None of the students in our group expressed ideas about what a crush is that would not be safe if acted upon (I was thinking someone might say something like, “I just want to stare at the person all the time and follow them around.”) We were ready to address any of the items from the brainstorm that were unsafe. In later discussion we labeled some ideas as unsafe.
How to deal with a crush
We’re used a short video to outline four steps for managing a crush: don’t tell everyone, hang out with mutual friends, talk to them directly, and don’t take it personal if they don’t like you back. As we watched the video we filled out a worksheet. The video gives very concrete advice for how to manage a crush. The questions on the worksheet helped students think about what they might say and how they may feel when trying to manage a crush.
This is where they got a little distracted. In the future, I would shorten the worksheet so there is only one question per tip. I would maybe have them work on answering the questions with a partner, then sharing with the group.
Turning someone down
We introduced students to three strategies for turning someone down or saying “NO”: no with a reason, no with an alternative, and no and go. We introduced these strategies as a way to avoid unwanted crushes. They can be used in many contexts, but especially in the future, could be use to avoid unwanted sexual behavior. Students role-played saying no in different ways to someone who has a crush on them. The role-plays worked really well! Role-playing can be difficult but it’s a great tool for rehearsing concepts that your hoping students will be able to perform in the future.
Materials for this week
Here is an example of a five point scale that was developed by April Keaton, LCSW, to explain the different levels of relationships. The pyramid shape was used to convey that you might have a lot of “friendly acquaintances” but much fewer “long term relationships”. It was important for this person to connect the level of the relationship with the level of intimacy so you see examples of intimate behaviors at each level of the pyramid. There’s also an element of time built into the descriptions. You wouldn’t have to start with pyramid filled out. You could start with a blank pyramid and support an individual with filling in the levels. You could add names of individuals at each level. You can download the pdf of this image by clicking here.
There are many videos out there that are excellent for instruction and also for expanding your personal understanding of sexuality topics. I have a few on my resource list but wanted review a couple that are available. Click on the link to be taken to the page where it can be purchased. I’ve included previews and prices (you can get the videos cheaper for personal use- these are the instructional prices).
Is Love Enough? Is a documentary about parenting with disabilities. It’s $195.00
Monica and David is a documentary about a couple with Down Syndrome. $200 (but sometimes is on sale for $100).
The Kiss is a 52 second video featuring two actors with Down Syndrome. It is short and poignant.
Bumblebees is a short video made by an individual with autism following his first date.
Bumblebees from Jenna Kanell on Vimeo.
Despite being told as a child he would never speak or walk, Vance accomplished what doctors thought was impossible. But now he has a new challenge: dating.
Made for the 48 Hour Disability Film Challenge.
Genre – Romantic Comedy
Setting – Living room / park
Elements – Comb / balloon
Theme – A reunion
When I see “Sexuality and the Arts” on the SIECUS topics list, I admit, I can get a little overwhelmed with trying to explore this topic in a way that is relevant to individuals with intellectual and developmental disabilities. But I think the Sprout Movie festival is a great place to start. Here is one of their Poetic Shorts, “How do I know?”
Autism Now isn’t specifically focused on topics related to sexuality but they do have some great resources I thought I could highlight.
They have a series of webinars related to sexuality topics. If you click on the link you’ll be taken to a registration box that you have to fill out to view the material. I’ve also included links to the slides- this is a direct link, you don’t need to register.
Slides: “Sex is when people use their bodies together to share love and pleasure.”
Slides: “Research says that the IQ has to be below 50 before you can say IQ and parenting skill are connected (Feldman& Tymchuk, 2002).”
And they just had one on May 15th, but you’ll have to keep an eye on the archive list because it’s not up yet- “Let’s Talk About Sex: Discussing the Topics of Sex, Protection, and/or Sexuality from Three Unique Viewpoints”
In addition to the webinars they have some general “fact sheet” style info that might be helpful on topics such as dating, marriage, divorce, relationships, sexuality, parenting, and friendships. These include general information as well as parent tips.
I was really impressed by the quality and quantity of ASD related resources on a variety of topics so it’s a good one to have in your tool belt.
I just wanted to link to one other power point presentation that I thought had a lot of good information. “Sexuality & Sexuality Instruction with Learners with Autism Spectrum Disorders and Other Developmental Disabilities” by Peter F. Gerhardt, Ed.D., Director The McCarton Upper School
I’m really excited about this free curriculum, “Sexuality Across the Lifespan” by: DiAnn L. Baxley and Anna L. Zendell. It has versions for educators, teachers, and Spanish speakers. You can view the curriculum by clicking on the links below.
What makes this special? They do a nice job at adjusting lessons for different age groups, giving ideas for supplemental activities, and giving ideas for incorporating the topics into routines. The parent version really focuses on how to reinforce healthy sexual development through interactions and daily routines.
This curriculum in not comprehensive but does have sections on social skills, dating, sexual abuse, puberty, and anatomy. I hope you find this useful!