Reviewing Strategies for Risk Reduction of Sexual Abuse of Children with Intellectual Disabilities: A Focus on Early Intervention

Individuals with special needs are at an increased risk for sexual assault during childhood as compared to their typically developing peers (Mahoney and Poling in J Dev Phys Disabil 23(4):369–376, 2011). Developmental delays across domains may influence the likelihood of sexual abuse. For example, motor delays may limit un/dressing and other self-care tasks, social delays may inhibit appropriate peer relationships, cognitive delays may prevent a child from discerning abuse from care, language delays may prohibit a child from reporting abuse or rejecting an inappropriate advance, and emotional delays may impact a child’s self-esteem and potential designation as a “victim” (Brown and Turk in Child Abuse Rev 3:26–35, 1994; Melberg Schwier and Hingsburger in Sexuality; your sons and daughters with intellectual disabilities, Paul H. Brookes Publishing Co., Maryland, 2000; Mitchel and Buchele-Ash in J Disabil Policy Stud 10(2):225–243, 2000; Rogers et al. in Int J Disabil Dev Educ 56(3):205–228, 2009). Care providers are frequently cited as the most likely perpetrator of sexual abuse against children with intellectual disabilities, and are likely to be known to the child prior to the abuse occurring (Mahoney and Poling in J Dev Phys Disabil 23(4):369–376, 2011). A strong foundation for healthy sexuality across the lifespan begins in the early years. Enhancing skill deficits across domains can impact a child’s ability to navigate relationships with themselves and others, and can contribute to risk-reduction of sexual assault (Tepper in Contemp. Sex 39(9):i–vi, 2005).