Bullying Involvement and Autism Spectrum Disorders Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder
JAMA Pediatrics (Impact Factor: 5.73). 09/2012; 166(11):1-7. DOI: 10.1001/archpediatrics.2012.790
OBJECTIVES To produce nationally representative estimates for rates of bullying involvement among adolescents with an autism spectrum disorder (ASD), to compare population estimates with adolescents who have other developmental disabilities, and to identify social ecological correlates of bullying involvement. DESIGN Nationally representative surveys from 2001. SETTING United States. PARTICIPANTS Parents of adolescents with an ASD, principals of the schools they attended, and staff members most familiar with their school programs. MAIN EXPOSURE Autism spectrum disorders. MAIN OUTCOME MEASURES Parent report of victimization, perpetration, and victimization/perpetration within the past school year. RESULTS The prevalence rates of bullying involvement for adolescents with an ASD were 46.3% for victimization, 14.8% for perpetration, and 8.9% for victimization/perpetration. Victimization was related to having a non-Hispanic ethnicity, attention-deficit/hyperactivity disorder, lower social skills, some form of conversational ability, and more classes in general education. Correlates of perpetration included being white, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. Victimization/perpetration was associated with being white non-Hispanic, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. CONCLUSIONS School-based bullying interventions need to target the core deficits of ASD (conversational ability and social skills) and comorbid conditions (eg, attention-deficit/hyperactivity disorder). Future bullying interventions also need to address the higher rates of victimization that occur in general education settings by increasing social integration into protective peer groups and increasing the empathy and social skills of typically developing students toward their peers with an ASD.
[Show abstract] [Hide abstract]
- "Research indicates that children with a wide array of neurodevelopmental disorders, and particularly those with sociocommunicative impairments, are at greater risk of experiencing bullying victimization compared to typically developing peers [Mishna, 2003; Sterzing, Shattuck, Narendorf, Wagner, & Cooper, 2012]. In particular, youth with Autism Spectrum Disorder (ASD) are at greater risk of bullying victimization than typically developing peers, and often similar levels of risk as children with other types of neurodevelopmental conditions [Carter, 2009; Cappadocia, Weiss, & Pepler, 2012; Humphrey & Symes, 2010; Little, 2002; Sterzing et al., 2012; Van Roekel, Scholte, & Didden, 2010]. "
ABSTRACT: Bullying victimization is commonly associated with anxiety among individuals with and without Autism Spectrum Disorder (ASD), and both bullying victimization and anxiety are more prevalent among youth with ASD than in the general population. We explored individual and contextual factors that relate to anxiety in adolescents and young adults with ASD who also experience bullying victimization. Participants included 101 mothers of adolescents and young adults diagnosed with ASD. Hierarchical multiple regression analyses were conducted to investigate the relationship between bullying victimization and anxiety in children with ASD, as well as parenting stress as a potential moderator of that relationship. Findings indicate that parenting stress moderates the association between bullying victimization and anxiety. The severity of anxiety was most strongly associated with bullying victimization when mothers reported high levels of stress. Implications for interventions that assist parents with coping and address bullying victimization are discussed. Autism Res 2015. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.
[Show abstract] [Hide abstract]
- "What could be the impact of this atypicality on social interaction of individuals with ASD? Social vulnerability of individuals with ASD has been repeatedly reported: they are often victims of bullying and victimization (Cappadocia et al. 2012). Difficulty in judging their potential social partners might contribute to making them more vulnerable to abusers (Sofronoff et al. 2011; Sterzing et al. 2012). Indeed, they have difficulty in judging the appropriateness of social behavior (Baron-Cohen et al. 1999; Zalla et al. 2009). "
ABSTRACT: Evaluation of faces is an important dimension of social relationships. A degraded sensitivity to facial perceptual cues might contribute to atypical social interactions in autism spectrum disorder (ASD). The current study investigated whether face based social judgment is atypical in ASD and if so, whether it could be related to a degraded sensitivity to facial perceptual cues. Individuals with ASD (n = 33) and IQ- and age-matched controls (n = 38) were enrolled in this study. Watching a series of photographic or synthetic faces, they had to judge them for "kindness". In synthetic stimuli, the amount of perceptual cues available could be either large or small. We observed that social judgment was atypical in the ASD group on photographic stimuli, but, contrarily to the prediction based on the degraded sensitivity hypothesis, analyses on synthetic stimuli found a similar performance and a similar effect of the amount of perceptual cues in both groups. Further studies on perceptual differences between photographs and synthetic pictures of faces might help understand atypical social judgment in ASD.
[Show abstract] [Hide abstract]
- "This lack of perception may cause some students with ASD not to report bullying to teachers or school officials. Furthermore, communication skill deficits could limit the verbal ability of students with ASD to report bullying incidents (Sterzing et al., 2012). Interventions targeted for students with ASD should incorporate content to target these areas. "
ABSTRACT: Bullying or any aggressive behavior of a more powerful person or group toward a less powerful person is a widespread problem in the U.S. educational system. While bullying is a significant problem for all students, students with an autism spectrum disorder (ASD) have a particularly high incidence rate of becoming victims of bullying. The social and communication deficits characteristic of students with ASD provide significant challenges in teaching and preparing these students for bullying situations. Cooperative work between teachers and parents, analyzing an individual student’s needs, educating the student about bullying, teaching how to cope with and reporting it in both controlled settings and natural environments, and developing a monitoring system are key components of preventing the students with ASD from being bullied. An illustrative example and practical suggestions and approaches are provided.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.