eprintid: 10150195 rev_number: 9 eprint_status: archive userid: 699 dir: disk0/10/15/01/95 datestamp: 2022-06-15 10:06:33 lastmod: 2022-06-15 10:06:33 status_changed: 2022-06-15 10:06:33 type: article metadata_visibility: show sword_depositor: 699 creators_name: Paulauskaite, Laura creators_name: Rivas, Carol creators_name: Paris, Andreas creators_name: Totsika, Vaso title: A systematic review of Relationships and Sex Education outcomes for students with intellectual disability reported in the international literature ispublished: inpress divisions: B14 divisions: J81 divisions: B16 divisions: UCL keywords: Core Outcome Set, intellectual disability, relationships and sex education note: ©2022The Authors. Journal of Intellectual Disability Research published by MENCAP and International Association of theScientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distributionand reproduction in any medium, provided the original work is properly cited.bs_bs_banner abstract: 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. date: 2022-06-13 date_type: published publisher: Blackwell Publishing official_url: https://doi.org/10.1111/jir.12952 oa_status: green full_text_type: pub language: eng primo: open primo_central: open_green verified: verified_manual elements_id: 1961915 doi: 10.1111/jir.12952 lyricists_name: Paulauskaite, Laura lyricists_id: LPAUL35 actors_name: Paulauskaite, Laura actors_id: LPAUL35 actors_role: owner full_text_status: public publication: Journal of Intellectual Disability Research issn: 0964-2633 citation: Paulauskaite, Laura; Rivas, Carol; Paris, Andreas; Totsika, Vaso; (2022) A systematic review of Relationships and Sex Education outcomes for students with intellectual disability reported in the international literature. Journal of Intellectual Disability Research 10.1111/jir.12952 <https://doi.org/10.1111/jir.12952>. (In press). Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10150195/1/Paulauskaite_J%20intellect%20Disabil%20Res%20-%202022%20-%20Paulauskaite%20-%20A%20systematic%20review%20of%20relationships%20and%20sex%20education%20outcomes%20for.pdf