Bullying among Children with Autism and the Influence of Comorbidity with ADHD: A Population-Based Study

Montes, Guillermo; Halterman, Jill S.

doi:10.1016/j.ambp.2007.02.003

Cited by 106 publications

(62 citation statements)

References 20 publications

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“…Data from the "bullies" item in the 2003 NSCH (independent of the other behavior problems items) have been used recently in two studies about bullying (Montes and Halterman 2007;Van Cleave and Davis 2006). Other studies have confirmed that reports of "sometimes" or more often to this single-item measure have strong construct validity (Zimmerman et al 2005) and may be useful for prevalence estimates about bullying (Solberg and Olweus 2003).…”

Section: Discussionmentioning

confidence: 99%

Social Competence: Development of an Indicator for Children and Adolescents

et al. 2008

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We describe a new measure based on eight parent-reported items designed for use in large nationally representative surveys to assess social competence among children and adolescents 6 to 17 years of age. The measure's psychometric characteristics were evaluated using data (N=67,405) from the 2003 (U.S.) National Survey of Children's Health (NSCH), a broad cross-sectional random-digit-dial telephone survey sponsored by the U.S. Health Resources and Services Administration's Maternal and Child Health Bureau and conducted by the U.S. Centers for Disease Control and Prevention's National Center for Health Statistics. The examination of the dimensional structure suggested that two correlated factors (social skills, behavior problems) best explained the variability in the responses. The fit of a Rasch-family Graded Response Model with constrained discrimination parameters was confirmed for both factors, and no differential item functioning was noted for age or sex of the child. The NSCH Social Competence Scale is an internally valid and reliable survey measure for identifying and discriminating among children with below average social skills and/or above average frequency of behavior problems.

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Section: Discussionmentioning

confidence: 99%

Social Competence: Development of an Indicator for Children and Adolescents

et al. 2008

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“…in oneself and others, and to understand that others have beliefs, desires and intentions that are different from one's own (e.g., Loth et al 2008), is likely to impact aggression, particularly when paired with language difficulties (e.g., Werner et al 2006). ASD (i.e., autistic disorder, Asperger's syndrome, pervasive developmental disorder-NOS) is commonly associated with ADHD (e.g., Frazier et al 2001;Goldstein and Schwebach 2004;Montes and Halterman 2007), with screening prevalence rates as high as 50% in referred samples . ADHD in children with ASD is often associated with oppositional defiant disorder (ODD) (Gadow et al , 2008a and other types of aggression (e.g., Hughes et al 2002;Singh et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Oppositional Defiant and Conduct Disorder Behaviors in Boys With Autism Spectrum Disorder With and Without Attention-Deficit Hyperactivity Disorder Versus Several Comparison Samples

Guttmann-Steinmetz

Gadow

DeVincent

2009

J Autism Dev Disord

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We compared disruptive behaviors in boys with either autism spectrum disorder (ASD) plus ADHD (n = 74), chronic multiple tic disorder plus ADHD (n = 47), ADHD Only (n = 59), or ASD Only (n = 107). Children were evaluated with parent and teacher versions of the Child Symptom Inventory-4 including parent- (n = 168) and teacher-rated (n = 173) community controls. Parents rated children in the three ADHD groups comparably for each symptom of oppositional defiant disorder (ODD) and conduct disorder. Teacher ratings indicated that the ASD + ADHD group evidenced a unique pattern of ODD symptom severity, differentiating them from the other ADHD groups, and from the ASD Only group. The clinical features of ASD appear to influence co-morbid, DSM-IV-defined ODD, with implications for nosology.

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“…Although some socio-demographic, family, and social factors have been found to be consistently associated with victimization, few studies have taken them into account together, or explicitly examined their interactions [3,10,12]. Previous studies have reported that men [1,5,13], younger children [1,3,5,10], those living in a nonintact family [5,13,14], with parents with low socioeconomic [13] or educational levels [3,5], who experience difficulties in communicating with their parents [14], poorer relationship with parents [10,13] or classmates [1,14], poorer social support [3], social isolation [14], fewer friends [10], poorer school climate [13], lower school involvement and performance [14] are more victimized.…”

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confidence: 99%

“…Although some studies have documented higher rates of bully victimization among adolescents with D/CI [5,13,15,16], they tend to focus on specific conditions and show that specific groups of children (children with learning disabilities [17], attention-deficit and/or hyperactivity disorder [12], or cerebral palsy [18]) are at greater risk of being victimized. The hypothesis that adolescents different in appearance or in behavior are more likely to be bullied has also been investigated [13,19,20].…”

mentioning

confidence: 99%