Expressive Existential Psychoeducational Intervention Treatment for Maladaptive Sexual Behavior in a Boy with Trisomy 21 Syndrome.

The objective of this research was to provide a case report on the efficacy of an expressive existential psychoeducational intervention (EEPI) to reduce maladaptive sexual behaviors in an adolescent with intellectual disability. The method was based on a prospective longitudinal single-case assessment, using a descriptive approach, to assess the effectiveness of the intervention through the analysis of qualitative data obtained during a structured interview. We report the case of G, a 17-year-old male high school student with Trisomy 21 syndrome and moderate intellectual disability. G's parents requested an intervention to help their son acquire better adaptive sexual behavior skills-regarding appropriate management of masturbation, distinguishing between a public and a private place, managing aggression, and oppositional behavior-to avoid the risk of school exclusion and to improve his quality of sexual, emotional, and social life. Data on adaptive and maladaptive behaviors were collected using the Vineland-II and on sexual knowledge and behavior using the Sexual Knowledge and Behavior Assessment Tool. Both interviews were administered at the beginning (t1) and end (t2) of treatment. The Vineland-II was also administered 3 months after treatment (t3). The main outcomes of this case study concerned: (1) public/private management; (2) anger and aggression management; and (3) management of an autonomous masturbation path. Comparing the results of the pre- (t0) and post-treatment (t2) interviews and the Vineland-II administration at follow-up (t2), a significant reduction in G's maladaptive sexual behavior was observed. The EEPI, when carried out from a preventive perspective, was effective in the case of an adolescent with intellectual disability. The advantages and disadvantages of the EEPI model are discussed by comparing it with other pharmacological and behavioral treatments.