- Middle Childhood (6-11 years)
- Adolescence (12-18 years)
AbstractMany of the difficulties characteristic of individuals with autism spectrum disorder (ASD), such as poor social understanding and the tendency to deviate from peer norms, are predictive of bullying (Garner & Hinton, 2010; Horowitz et al., 2004). Thus, it is not surprising that reported rates of bullying in individuals with ASD range from 40% to as high as 94% (Cappadocia, Weiss, & Pepler, 2012; Little, 2002; Sterzing, Shattuck, Narendorf, Wagner, & Cooper, 2012). High rates of bullying in this group are especially concerning given the well-established link between bullying and both depression and anxiety in adolescents with ASD (Adams, Fredstrom, Duncan, Holleb, & Bishop, 2014; Rosbrook & Whittingham, 2010; Zablotsky, Bradshaw, Anderson, & Law, 2013a). Given the alarmingly high rates of bullying reported in adolescents with ASD, and the significant negative repercussions of these experiences, there is a clear need for interventions that specifically address bullying in this population. Unfortunately, there are no empirically validated anti-bullying interventions for adolescents with ASD. Furthermore, the information required to appropriately modify existing anti-bullying programs for adolescents with ASD is not currently available. The goal of the proposed project is to conduct secondary data analysis of data from multiple studies to extract the information needed to utilize principles found to be effective in creating successful anti-bullying interventions in typically developing adolescents. The current project will provide information to be able to inform two separate principles: 1) creating specific anti-bullying strategies to address specific forms of bullying across a range of adolescents with ASD and 2) utilizing friendships as protection against bullying and/or bullying's negative effects. Accomplishing these aims will provide the information that is currently missing to be able to create effective antibullying interventions for adolescents with ASD. The anti-bullying interventions that will result from this information will reduce the experience of bullying in this group and positively impact the well-being and psychological health of adolescents with ASD.
Listed is descending order by year published.
Adams R, Taylor J, Bishop S. Brief Report: ASD‑Related Behavior Problems and Negative Peer Experiences Among Adolescents with ASD in General Education Settings. Journal of Autism and Developmental Disorders. 2020; 50 (4538-4552)
Adams R, Taylor J, Duncan A, Bishop S. Peer vicitimization and educational outcomes in mainstreamed adolescents with Autism Specrum Disorder (ASD). Journal of Autism and Developmental Disorders. 2016;46(11):3557-3566.
Bishop S,Thurm A, Farmer C, Lord C. Autism Spectrum Disorder, Intellectual Disability, and Delayed Walking Pediatrics Mar 2016, 137 (3) e20152959
Bishop, S.L., Havdahl, K.A., Huerta, M. and Lord, C. (2016), Subdimensions of social-communication impairment in autism spectrum disorder. J Child Psychol Psychiatr, 57: 909-916. https://doi.org/10.1111/jcpp.12510