Bullying Among Youth with Autism Spectrum Disorders

Zweers, Inge; Didden, Robert

doi:10.1007/978-3-319-62995-7_4

Cited by 4 publications

(3 citation statements)

References 66 publications

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“…Most participants (77% in the pre-test, 87% in the post-test) indicated that people with SEN/D are more at risk of bullying than other people. This selfperception of risk is consistent with data obtained in previous research about the real statistics of disablist bullying (O'Moore and Hillery, 1989;Bourke and Burgman, 2010;Blake et al, 2012;Christensen et al, 2012;Naylor et al, 2012;Bear et al, 2015;González-Contreras, 2017;Menesini and Salmivali, 2017;Pinquart, 2017;Schrooten et al, 2017;Jenaro et al, 2018;Maguire et al, 2019).…”

Section: Discussionsupporting

confidence: 91%

“…Some studies have detected that students with autism spectrum disorder (ASD) are the ones who suffer most from bullying because of their status as people with SEN. Schrooten et al (2017) revealed in their study that these people were the most vulnerable to being in bullying situations compared to their peers without ASD. In the same line, the Spanish Autism Confederation in 2016 has already declared that students with ASD are more at risk of being bullied.…”

Section: Current Situation Regarding the Bullying Of People With Senmentioning

confidence: 97%

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Knowledge About Bullying by Young Adults With Special Educational Needs With or Without Disabilities (SEN/D)

2021

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Bullying of people with Special Educational Needs with or without disabilities (SEN/D) is a reality, being one of the most affected groups. This study presents the data obtained in a European Erasmus+ project in which 96 young people and adults with SEN/D from four countries participated: Ireland, Spain, Italy, and Portugal. Firstly, a questionnaire was passed to see the general knowledge of these people in relation to bullying. Then a training program was carried out and finally the questionnaire was passed again to see if the data improved. From the data it appears that people with SEN/D lack skills, knowledge, and resources to deal with bullying. After the completion of the training program the data obtained from the questionnaire improved in many respects. Sometimes people with SEN/D are not aware that they are suffering from this type of situation due to lack of knowledge, so it is necessary to continue implementing training programs to help improve this situation.

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Section: Discussionsupporting

confidence: 91%

Section: Current Situation Regarding the Bullying Of People With Senmentioning

confidence: 97%

Knowledge About Bullying by Young Adults With Special Educational Needs With or Without Disabilities (SEN/D)

2021

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“…Cappadocia et al (2012) found that children with ASD who were bullied were around 5 times more likely to have communication deficits than nonbullied peers with ASD. Due to the specific nature of their disability, individuals with ASD have also been observed to interpret others' feelings and intentions, nonverbal behaviors, and nonliteral speech differently than TD youth (Zweers et al, 2017). E. van Roekel et al (2010) found that individuals with ASD who reported being bullied frequently also tended to misinterpret bullying situations as nonbullying situations.…”

Section: Patterns Of Maltreatment: Adolescencementioning

confidence: 99%

Maltreatment: A lifespan view.

Hickson¹,

Khemka²

2021

APA Handbook of Intellectual and Developmental Disabilities: Clinical and Educational Implications: Prevention, Intervention, A

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Framework for Understanding MaltreatmentThe Framework for Understanding Maltreatment and its Negative Outcomes Across the Lifespan is presented in Figure 17.1. It introduces some general concepts and language that can be applied across the four life stages in an effort to facilitate comparisons and discussion. Risk factors. The framework lists the types of risk factors that have been associated with an increased likelihood of maltreatment of individuals with IDD. The factors are delineated into three broad categories: individual, social, and contextual, each of which span the four life stages. Brown et al. (1998) classified the risks for child maltreatment into four categories: (a) child characteristics, (b) parent characteristics, (c) family relationships, and (d) demographic variables. The individual category in our framework includes child characteristics, as in the Brown et al. (1998) model, as well as adolescent, adult, and elder adult characteristics, such as disability, gender, age, and race/ethnicity. The social category in our framework subsumes the parent characteristics and family relationships categories in the Brown et al. (1998) model as well as characteristics and/or relationships with siblings, peers, intimate partners, paid caregivers, and others at later life stages. The contextual category in our framework replaces the demographic category in the Brown et al. (1998) model with a broad category that includes family and community resources and supports. The risk factors specific to each life stage (childhood, adolescence, adulthood, elder adulthood), presented in Figures 17.2-17.5,

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