Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives

Abstract

In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed.

Adolescents with Disabilities

“…Zeedyk et al (2014) interviewed youth, with and without disabilities, and their mothers to investigate incidences of bullying or victimization. Adolescents with autism spectrum disorder were victimized, physically and verbally, more frequently than their peers with intellectual disabilities and typically developing peers.…”

Rejeição e vitimização por pares em crianças com Deficiência Intelectual e Transtorno do Espectro Autista

“…A questão é especialmente preocupante no que tange aos adolescentes com TEA, pois estes são vítimas de bullying mais frequentes do que seus pares, inclusive em relação a pares com outras deficiências (KLOOSTERMAN et al, 2013;SYMES;HUMPHREY, 2010;ZEEDYK, et al, 2014). Ademais, este grupo sofre maior violência física (ZEEDYK et al, 2014), maior intimidação social (KLOOSTERMAN et al, 2013) e está em maior risco de sofrer vitimizações repetidas (BLAKE et al, 2012).…”

“…Ademais, este grupo sofre maior violência física (ZEEDYK et al, 2014), maior intimidação social (KLOOSTERMAN et al, 2013) e está em maior risco de sofrer vitimizações repetidas (BLAKE et al, 2012).…”

¿Cómo fomentar la integración social de niños con discapacidad intelectual leve a través del juego en espacios públicos? Diseño de un kit.

“…En Colombia se estima que el 6,3% de la población tiene algún tipo de discapacidad2; mientras que en el Atlántico, para el año 2014, se estimaba que 47.156 de ellas viven en este departamento, de las cuales el 16.1% tienen algún tipo de limitación permanente para entender o aprender 3 . Las personas con DI reportan entre sus mayores intereses tener amigos y participar en actividades con ellos 4,5 ; sin embargo, los niños y adolescentes con DI participan menos de actividades sociales, tienen menos amistades, y experimentan altos niveles de soledad 6,7 ; así mismo, tienen más probabilidad de ser víctimas de bullying o matoneo que sus pares con Desarrollo Típico (DT) 8 .…”