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Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD)

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An Erratum to this article was published on 15 October 2016

Abstract

The majority of adolescents with ASD spend a significant amount of the school day in general education settings; yet, many of these students exhibit problems at school. The current manuscript examined whether specific types of peer victimization were associated with a range of educational outcomes. Participants from study 1 included parents of 1221 adolescents from the Interactive Autism Network. Study 2 included 54 adolescent males and one of their parents that were recruited from a clinic registry. Both studies found that all types of victimization were associated with educational outcomes. These findings indicate that, in addition to improving overall well-being of students with ASD, reducing peer victimization could have positive effects on educational performance of these students.

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Acknowledgments

This work was supported by Grant R40MC28145 from the Health Resources and Services Administration (HRSA) to Somer Bishop and Ryan Adams.

Author Contributions

R. Adams contributed to the conceptualization and design of the study, acquisition of data, analysis and interpretation of data, and lead the writing of the manuscript. J. Taylor contributed in interpretation of data and drafting the manuscript. A. Duncan contributed to the conceptualization and design of the study and acquisition of data. S. Bishop contributed to conceptualizing and design of the study, interpretation of data, and drafting the manuscript.

Funding

This work was supported by the Health Resources and Services Administration (R40MC28145).

Author information

Authors and Affiliations

  1. Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Avenue, MLC 4002, Cincinnati, OH, 45229, USA

    Ryan Adams & Amie Duncan

  2. Vanderbilt University, Nashville, TN, USA

    Julie Taylor

  3. University of California San Francisco, San Francisco, CA, USA

    Somer Bishop

Authors
  1. Ryan Adams
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  2. Julie Taylor
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  3. Amie Duncan
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  4. Somer Bishop
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Corresponding author

Correspondence to Ryan Adams.

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Conflict of interest

Ryan Adams, Julie Taylor, Amie Duncan, and Somer Bishop declare no conflict of interest.

Ethical Approval

The data described for the first study were part of a secondary data analysis and the current authors were not part of the procedures for collecting this data. The principle investigator of the primary data collection of this data was in accordance with ethical standards of institutional research committees and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. All procedures performed in the second study described in this manuscript were performed by the first and last authors and were in accordance with ethical standards of institutional research committees and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

The first study described is a secondary data analysis but in the primary data collection, informed consent was obtained by from all individual participants included in the study. For the second study, the first and second authors obtained informed consent from all parents included in the study as well as informed assents from all adolescents.

Additional information

The original version of this article was revised: In the original publication, the asterisks (***) were incorrectly added in the body of the Tables 2, 3 and 4. The single, double and triple asterisks were inadvertently replaced with triple asterisks during the production process. This has been corrected in this version.

An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-016-2931-1.

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Adams, R., Taylor, J., Duncan, A. et al. Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD). J Autism Dev Disord 46, 3557–3566 (2016). https://doi.org/10.1007/s10803-016-2893-3

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