Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development

Tipton, Leigh Ann; Rodriguez, Geovanna; Zeedyk, Sasha M.; Blacher, Jan

doi:10.1016/j.ridd.2018.06.004

Cited by 37 publications

(29 citation statements)

References 28 publications

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“…The temporal sequence of different levels and types of involvement in bullying and mental health problems warrant longitudinal studies to examine. For example, a longitudinal study revealed that internalizing behaviors at the age of 13 years predicted victimization experiences at the age of 15 years in adolescents with ASD (48). Second, the study participants were adolescents with high-functioning ASD who visited medical units for treatment or survey.…”

Section: Discussionmentioning

confidence: 99%

Role of School Bullying Involvement in Depression, Anxiety, Suicidality, and Low Self-Esteem Among Adolescents With High-Functioning Autism Spectrum Disorder

et al. 2020

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This study aimed to compare the severities of psychopathologies and the level of selfesteem among 219 adolescents with high-functioning autism spectrum disorder (ASD) who were classified into pure perpetrators, pure victims, perpetrator-victims, and neutrals in Taiwan. The experiences of school bullying involvement in the previous 1 year were measured using the Chinese version of the School Bullying Experience Questionnaire. The severities of depression, anxiety, and suicidality were measured using the Center for Epidemiological Studies Depression Scale, the Multidimensional Anxiety Scale for Children, and the 5-item questionnaire from the epidemiological version of the Kiddie Schedule for Affective Disorders and Schizophrenia, respectively. The level of self-esteem was measured using the Rosenberg Self-Esteem Scale. The results indicated that compared with the self-reported neutrals, the self-reported perpetrator-victims and pure victims had more severe depression and anxiety. No difference in depression, suicidality, anxiety, and self-esteem was found among the four groups of various parentreported bullying involvement experiences. Mental health problems in adolescents with ASD who experienced bullying victimization should be routinely surveyed.

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Section: Discussionmentioning

confidence: 99%

Role of School Bullying Involvement in Depression, Anxiety, Suicidality, and Low Self-Esteem Among Adolescents With High-Functioning Autism Spectrum Disorder

et al. 2020

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“…Above and beyond disability status, higher internalizing behavior problems and peer conflict were significant predictors of victimization. In 2018, Tipton-Fisler and colleagues did a follow-up study with the same youth at age 15 to explore how experiences of bullying and victimization changed for children with TD, ID, and ASD over time [47]. Consistent with Zeedyk et al, [48], they found that adolescents with ASD were bullied more frequently than those with ID or TD.…”

Section: Middle and High Schoolmentioning

confidence: 91%

“…Enduring social difficulties have been found to lead to teasing and bullying by peers, more so for youth with ASD than their typically developing peers [47,48]. Through interviews with early adolescents (age 13) with ASD, Zeedyk and colleagues [48] found that youth with ASD were victimized more frequently than youth with ID or TD.…”

Section: Middle and High Schoolmentioning

confidence: 99%

Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

Self Cite

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This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

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“…Having a neurodevelopmental disorder has also been studied in relation to child involvement in bullying. Compared to children with typical development for their age, a higher percentage of children with intellectual disability or autism spectrum disorder are involved in bullying [24,25]. Moreover, children with poor executive function [26,27] or with emotional and behavior problems [3,21,[28][29][30][31][32] have also been found to be more likely to be involved in bullying.…”

Section: Introductionmentioning

confidence: 99%

Risk and Protective Factors for Bullying at 11 Years of Age in a Spanish Birth Cohort Study

Babarro

Andiarena

Fano

et al. 2020

IJERPH

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(1) Background: Bullying affects a large number of children worldwide. This study has two objectives, to provide data on the prevalence of bullying in Spain, and to identify risk and protective factors associated with bullying. (2) Methods: Participants were 858 eleven-year-old children. Bullying was assessed using a short version of the Olweus Bully Victim Questionnaire, and the following data were gathered to explore potential predictors: individual (inattention, behavior problems, attention deficit hyperactivity disorder symptomatology, traumatic life events), family-related (sociodemographic characteristics, family context, child-parent relations), school-related (school characteristics, peer and social support, school environment) and community-related data. (3) Results: 9.3% of the children were victims, 1.4% bullies and 1.6% bully-victims. Results showed that a higher level of attention deficit hyperactivity disorder symptomatology increased the risk of victimization, whereas having better relationships with parents and stronger social support were associated with a lower risk of victimization. Children having strong peer relationships and social support was also associated with less risk of perpetrating bullying. Finally, having behavior problems at 8 years of age was associated with being a bully-victim. (4) Conclusions: The findings emphasize the importance of studying all bullying predictors together, regarding three of the roles children may take in bullying situations.

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Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development

Cited by 37 publications

References 28 publications

Role of School Bullying Involvement in Depression, Anxiety, Suicidality, and Low Self-Esteem Among Adolescents With High-Functioning Autism Spectrum Disorder

Role of School Bullying Involvement in Depression, Anxiety, Suicidality, and Low Self-Esteem Among Adolescents With High-Functioning Autism Spectrum Disorder

Autism in the Classroom: Educational Issues across the Lifespan

Risk and Protective Factors for Bullying at 11 Years of Age in a Spanish Birth Cohort Study

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