Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors
Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors
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DOI：
10.1177/1362361313495965
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发表时间：
2014-08-01
期刊：
影响因子：
5.2
通讯作者：
Humphrey, Neil
中科院分区：
文献类型：
--
作者：
Hebron, Judith;Humphrey, Neil
研究一直表明，患有自闭症谱系障碍的儿童和年轻人比那些有其他或没有特殊教育需求的人更容易被欺负。本研究的目的是检查风险和保护因素，可以帮助解释在这个组内的欺凌暴露的变化。722名教师和119名家长的样本报告了他们孩子被欺负的经历。这个反应变量回归到一系列的解释变量代表个人和背景因素。教师和家长评分的回归模型具有统计学意义，解释了大比例的方差暴露于欺凌。在这两种模式中，行为困难和年龄增加与欺凌有关。积极的关系和参加特殊学校与教师模型中欺凌行为的减少有关，使用公共/学校交通工具预测会增加。在家长模式中，在学校行动加特殊教育需求的规定（而不是有一个特殊教育需求的声明）是一个重要的风险因素，更高水平的家长参与和信心与减少欺凌。这些研究结果进行了讨论有关自闭症谱系条件的文献，并考虑干预的机会。
Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child's experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher-and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered.