Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Humphrey, Neil; Hebron, Judith

doi:10.1080/13603116.2014.981602

Cited by 140 publications

(101 citation statements)

References 68 publications

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“…The parents’ perceptions of the impact of bullying on their children were qualitatively explored. Recent studies have highlighted several potential risk factors that may increase the vulnerability of students with ASD to bullying, including their age, their co‐morbid conditions, and their level of social understanding (Cappadocia, Weiss and Pepler, ; Humphrey and Hebron, ; Zablotsky, Bradshaw, Anderson, Anderson, & Law, ). As yet, however, the associations between these student characteristics and their level of concern about bullying have not been explored.…”

Section: Introductionmentioning

confidence: 99%

“…The parents' perceptions of the impact of bullying on their children were qualitatively explored. Recent studies have highlighted several potential risk factors that may increase the vulnerability of students with ASD to bullying, including their age, their co-morbid conditions, and their level of social understanding (Cappadocia, Weiss and Pepler, 2012;Humphrey and Hebron, 2015 Number 1 2019Number 1 27-44 doi: 10.1111Number 1 /1471 Reported prevalence rates of face-to-face victimization among students with ASD vary, with parent-reported rates ranging from 60% to 78%, teacher-reported rates ranging from 43% to 65%, and a student self-reported rate of 64% (Carter, 2009;Chen and Schwartz, 2012;Hebron and Humphrey, 2014;Rowley, Chandler, Baird, et al, 2012). These rates consistently exceed the equivalent rates reported for Australian TD students, which range from 27% to 35% (Cross, Shaw, Hearn, et al, 2009;Hemphill, Tollit and Kotevski, 2012).…”

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confidence: 99%

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How are students on the autism spectrum affected by bullying? Perspectives of students and parents

Ashburner

Saggers

Campbell

et al. 2018

Research in Spec Educ Needs

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Previous research has focused on the prevalence of bullying of students with autism spectrum disorder (ASD), with little attention given to its emotional effect. This mixed methods study examined levels of worry about bullying and bullying experiences reported by students and parents. To determine whether some students with ASD are differentially affected, we explored associations between students’ characteristics (understanding of bullying, age and co‐morbid conditions) and their bullying experiences and worries. Surveys exploring bullying experiences and levels of worry about bullying were completed by 89 students with ASD without intellectual disability aged 11–16 years and their parents. We also qualitatively explored parents’ perceptions of how bullying affects their children, through semi‐structured interviews of nine parents. Students with comorbid anxiety disorders were more likely to report face‐to‐face victimization and were more troubled by both face‐to‐face bullying and cyberbullying, while students with depression were more likely to report cyber victimization. Parental concerns included the impact of victimization on school attendance, self‐esteem, mental health, social participation, academic performance, and behaviour. The significantly higher levels of worry about bullying and higher victimization rates reported by students with internalizing symptoms suggest that these students may be disproportionately at risk of psychological harm.

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

How are students on the autism spectrum affected by bullying? Perspectives of students and parents

Ashburner

Saggers

Campbell

et al. 2018

Research in Spec Educ Needs

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“…Thus, it is not surprising that students with ASD find transition to and inclusion in such environments to be difficult. This is also evidenced by their heightened risk and experience of bullying (Humphrey and Symes 2010;Humphrey and Hebron 2015) and anxiety ).…”

Section: Introductionmentioning

confidence: 99%

Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

Tso

Strnadová

2016

International Journal of Inclusive Education

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The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, researchbased practices like home-school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home-school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home-school collaboration were, however, generally positive. Overall, it is recommended that parents' knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home-school collaboration in schools would contribute to more authentic inclusion of students with ASD. ARTICLE HISTORY

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“…This risk is influenced by both mediating factors which are intrinsic to ASD and moderating effects of individual differences (Wood and Gadow 2010;White et al 2014;South and Rodgers 2017). These models hold ASD-related stressful events as key in the vulnerability towards clinical anxiety, with reviews highlighting the high rates of peer victimisation within this population (Humphrey and Hebron 2015;Sreckovic et al 2014).…”

mentioning

confidence: 99%

A Systematic Review of the Assessment and Treatment of Posttraumatic Stress Disorder in Individuals with Autism Spectrum Disorders

Rumball

2018

Rev J Autism Dev Disord

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Individual differences are known to influence the risk of trauma exposure and development of posttraumatic stress disorder (PTSD). It has been suggested that features of autism spectrum disorder (ASD) may confer such risk. This article provides a systematic review of the assessment and treatment of PTSD in individuals with ASD, in addition to summarising the rates and presentation of PTSD within this population. Twenty-four studies met eligibility criteria. PTSD in children and adolescents was found to co-occur at a similar or greater rate compared to general population estimates, although current estimates come predominantly from treatment-seeking samples. Preliminary findings from case reports suggest traditional assessments and treatments for PTSD can be effective, although there is a shortage of well-controlled research.

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Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Cited by 140 publications

References 68 publications

How are students on the autism spectrum affected by bullying? Perspectives of students and parents

How are students on the autism spectrum affected by bullying? Perspectives of students and parents

Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

A Systematic Review of the Assessment and Treatment of Posttraumatic Stress Disorder in Individuals with Autism Spectrum Disorders

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