Bullying Prevalence in Students With Autism Spectrum Disorder

Campbell, Marilyn; Hwang, Yeonsook; Whiteford, Chrystal; Dillon-Wallace, Julie; Ashburner, Jill; Saggers, Beth; Carrington, Suzanne

doi:10.1017/jse.2017.5

Cited by 25 publications

(11 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, children with ADHD also exhibit externalizing symptoms, including impulsivity, attention problems, and aggression, which are traits that peers and parents may find aversive and that will lead to difficulties with socialization and caregiving demands [7]. Much of the earlier peer victimization research has identified these characteristics as risk factors for peer victimization involvement and found that children with ASD and ADHD are especially prone to social victimization [48,67]. As Rose and Espelage [68] have argued, it is not the disability itself that is a risk factor but the characteristics associated with the disability.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Polyvictimization among Children with Attention Deficit Hyperactivity or Autism Spectrum Disorder

Hellström

2019

IJERPH

View full text Add to dashboard Cite

Children with Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) have shown an increased risk for violence and victimization. However, research on exposure to multiple forms of victimization in different contexts are scarce. Hence, the current aim is to review the evidence about polyvictimization among children with ASD or ADHD. PsycInfo, ERIC, ERC, Scopus, and PubMed databases were systematically searched until 12 March 2019 to identify empirical studies with reported prevalence rates of at least four forms of victimization among children with ASD or ADHD. A total of 6/1300 articles were included in the review, ranging in sample sizes from 92 to 4114. The reported prevalence rates for polyvictimization were 1.8% and 23.1% for children with ASD and 7.3% for children with ADHD. The results emphasize the high prevalence of violence and victimization, including polyvictimization, among children with ASD or ADHD. Polyvictimization among children with ASD or ADHD is a highly under researched area. Significant knowledge gaps and important methodological considerations that provide important implications for future research include lack of information on cyber bullying, frequency or intensity of victimization, and the failure to include children as informants and to report health outcomes associated with polyvictimization.

show abstract

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Polyvictimization among Children with Attention Deficit Hyperactivity or Autism Spectrum Disorder

Hellström

2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Percentage agreement between the authors was 93% for English articles and 100% for Japanese and Korean studies. Supplementary Table 1 (only online) 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 for a final list of the reviewed studies.…”

Section: Search and Selection Of Studiesmentioning

confidence: 99%

Prevalence of and Factors Associated with School Bullying in Students with Autism Spectrum Disorder: A Cross-Cultural Meta-Analysis

et al. 2020

View full text Add to dashboard Cite

Through this meta-analysis, we sought to examine the prevalence of, risks for, and factors associated with bullying involvement (victimization, perpetration, perpetration-victimization) among students with autism spectrum disorder (ASD). Additionally, we attempted to examine sources of variance in the prevalence and effect sizes of bullying in students with ASD across studies. Systematic database and literature review identified 34 relevant studies (31 for Western countries, three for Eastern countries). Pooled prevalence estimates for victimization, perpetration, and perpetration-victimization in general were 67%, 29%, and 14%, respectively. The risk of victimization in students with ASD was significantly higher than that in typically developing students and students with other disabilities. Further, deficits in social interaction and communication, externalizing symptoms, internalizing symptoms, and integrated inclusive school settings were related to higher victimization, and externalizing symptoms were related to higher perpetration. Finally, moderation analyses revealed significant variations in the pooled prevalences thereof depending on culture, age, school settings, and methodological quality and in the pooled effect sizes according to publication year and methodological quality. Our results highlight needs for bullying intervention for students with ASD, especially those who are younger, are in an inclusive school setting, and have higher social difficulties and externalizing/internalizing symptoms; for intensive research of bullying experiences among students with ASD in Eastern countries; and for efforts to improve the methodological quality of such research.

show abstract

“…Autistic individuals universally experience difficulties with social communication and in social development, and often display ritualistic and stereotypical behaviours, resistance to change, and sensory sensitivities (American Psychiatric Association 2013). These social, communication, and behavioural difficulties place this population at an increased risk for social exclusion compared to children with none and/or other disabilities (Campbell et al 2017;Hebron, Humphrey, and Oldfield 2015;Symes 2010, 2011;J. Schroeder et al 2014a).…”

Section: Introductionmentioning

confidence: 99%

“…Of concern is that low social acceptance increases the risk of victimisation in the neurotypical population (Godleski et al 2015;Veenstra et al 2007Veenstra et al , 2010; and research suggests that for children with autism there is a four-fold likelihood of experiencing bullying (Campbell et al 2017;J. Wainscot et al 2008a), and an increased likelihood relative to other disability groups (e.g.…”

Section: Introductionmentioning

confidence: 99%

Classroom-based peer interventions targeting autism ignorance, prejudice and/or discrimination: a systematic PRISMA review

Morris

O’Reilly

Nayyar

2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

A growing movement towards inclusive education worldwide means more children with autism are being educated in mainstream classrooms. However, integration does not equate to inclusion, and peer stigmatisation of autism is commonplace. This systematic review explores the merit of school-based peer education interventions targeting the stigmatisation of children with autism spectrum disorders. Relevant records published from 1994 were identified through systematic searches of five electronic databases: EBSCO, Medline, PsychInfo, PsychArticles and ERIC. Thirty-one documents pertaining to 27 studies met the pre-specified eligibility criteria and were included for dataextraction. A narrative synthesis highlighted significant flaws in the available literature, most notably poor methodological quality and a narrow research focus with regards to age, the gender of target child and implementation methods. Nevertheless, this study reports on evidence tentatively supporting the efficacy of ASD de-stigmatisation interventions when targeting ignorance and prejudice. Although no one approach can be determined as most effective, manualised programmes combining different types of information about ASD and delivered using various mediums seem to hold the most promise.

show abstract

Bullying Prevalence in Students With Autism Spectrum Disorder

Cited by 25 publications

References 60 publications

A Systematic Review of Polyvictimization among Children with Attention Deficit Hyperactivity or Autism Spectrum Disorder

A Systematic Review of Polyvictimization among Children with Attention Deficit Hyperactivity or Autism Spectrum Disorder

Prevalence of and Factors Associated with School Bullying in Students with Autism Spectrum Disorder: A Cross-Cultural Meta-Analysis

Classroom-based peer interventions targeting autism ignorance, prejudice and/or discrimination: a systematic PRISMA review

Contact Info

Product

Resources

About