Sex Trafficking Prevention for Youth with Intellectual and Developmental Disabilities: Service Provider Perspectives

Background and Purpose: Learning, behavioral, and social challenges associated with intellectual and developmental disabilities (IDD) have been theorized as risk factors for experiencing sex trafficking. Although sex trafficking prevention programming has increased substantially within the past two decades, little is known regarding best practices for developing and delivering this content to youth with IDD. Findings from related research suggest that individuals with IDD experience difficulty accessing sexual health education given prevailing notions of paternalism and comprehension deficits. To counter these oppressive structures, this qualitative study aimed to determine (a) topics and delivery methods to include in sex trafficking prevention education, (b) factors that promote accessibility of this programming to youth with IDD, and (c) challenges and facilitators associated with implementation.

Methods: This research was guided by a qualitative descriptive approach. Participants (N=22) were identified using expert sampling and required to have at least three years of experience either (a) providing mental health, educational, or social services to youth with IDD or (b) developing, implementing, or training on sex trafficking prevention education. Individual interviews and focus groups were conducted virtually using Zoom videoconferencing software. Data was analyzed using thematic analysis at the semantic level (i.e., focusing on the surface meaning of data) and codes were derived inductively and deductively via a priori codes based on Levesque et al.’s (2013) access to healthcare framework. Two coders initially summarized data segments and listed their definitions in the form of a codebook. After comparing and agreeing on code definitions and textual applications, both coders independently pattern coded in which data segments were clustered into categories and themes.

Results: Service providers noted the importance of including the following topics in sex trafficking prevention education for youth with IDD: consent, relationship boundaries, red flags (i.e., warning signs), and how to report suspected trafficking. IDD service providers recommended that youth with IDD learn to recognize how trauma manifests in the body, while sex trafficking prevention experts recommended including content on green flags (i.e., healthy relationship indicators) and grooming (i.e., subtle techniques to lure someone into trafficking). Although both types of service providers suggested that content be delivered in small groups, sex trafficking prevention experts preferred for programming to be in person and IDD service providers suggested either in-person or virtual hybrid delivery. Tactical activities for self-care and sensory processing, and non-infantilizing, realistic visuals were recommended to improve accessibility, as well as generalizing and reinforcing content in multiple settings. Challenges included youth with IDD being characterized as asexual, taught compliance, and discredited when disclosing. Professional training to effectively work with youth with IDD was recommended.

Conclusions and Implications: Despite anticipated barriers, service providers acknowledged the value of adapting sex trafficking prevention programming to meet the needs of youth with IDD. Future research should examine the prevention role of additional professionals who interface with youth with IDD (e.g., medical practitioners, physical therapists). These recommendations can influence guidelines for sex trafficking prevention that it is developed and implemented in a manner that balances safety and empowerment of youth with IDD.