Ep40 The Invisible Gravity of Ableism and Consent with Worner Leland (ethics)

Atypical Behavior Analyst

When people go about their daily activities, there is variable privilege in navigating the world. One way this shows up is in ableism, and people with non-disabled privilege may not even notice the ease they have with navigation and mobility, accessibility to escape uncomfortable situations with ease, and privilege in their opinions, choices, consent, and assent being acknowledged. For those with non-disabled privilege, this ease may feel “invisible” and like a given or a norm, however a social model of disability (Oliver, 2013) considers the ways in which this ease is a function of cultural selection and is socially and environmentally constructed.

In this LIVE talk, we meet with Worner Leland, MS, BCBA (they/them)! Worner is an agender, neurodivergent human, a former researcher and educator with Upswing Advocates, and a current educator with Sex Ed Continuing Ed and we are going to dig deep to discuss ableism and consent! They’ll provide their own lived experiences and some of the subtle and not so subtle barriers a person contacts when they have a disability. They’ll also review the concept of consent when it comes not just to basic programs and interventions, but also when teaching sexual behaviors. Consent is nuanced but it can be observed, taught, and respected. Humans have layers and it is in everyone’s best interest to review our teaching methods and interactions through all the layers, not just the ones that feel comfortable. We can always strive to do better.

Learning Objectives:

1. Provide examples of situations that require consent and when consent has been given/withdrawn when working with autistic and IDD individuals.

2. Describe similarities and differences when considering consent for treatment about non-sexual behaviors and sexual behaviors.

3. Define bodily autonomy and consent when it comes to teaching skills and sexual behaviors.

Take Aways- your bite-sized educational noms

- Consent doesn’t just apply to sexual behaviors. Consent is given for treatment, interactions, following instructions, as just a few examples. Consent also isn’t just a “yes and done”; it should be checked for consistently, which means being observant and aware of the learner’s behaviors and communication. For example, stimuli are brought out for a program and the learner turns away. Instead of forcing the learner to engage, it can be more beneficial to pause and asses why the learner may be withdrawing their consent to continue with programs. Do they need a break? Is the task too hard? Been paired with little reinforcement and more correctional feedback (which may be aversive)? Withdraw of consent should evoke the response to pause and reflect on the situation and check in with the learner.

- From Planned Parenthood- Consent should be Freely Given, Reversible, Informed, Enthusiastic, Specific (FRIES)

- It is vitally important to teach and honor consent and withdraw of consent when working with individuals with a disability and other vulnerable populations. Teaching learners who, what, where it is safe to engage in certain behaviors and how to withdraw consent from situations that make them uncomfortable. Which means that those working with them, need to model honoring “no” as well. To reiterate, “no”, or a refusal doesn’t mean the person is being defiant. It should signal that something is wrong and we need to take a step back and reassess.

Support: - Virginia Sexual and Domestic Violence Action Alliance https://vsdvalliance.org/get-involved/support-our-work/donate/

- Teaching Consent http://www.teachconsent.org/

Worth 1.5 Learning, 1.5 Ethics CEU

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com