Abstract
Research suggests that bullying victimization occurs at higher rates among students with autism spectrum disorder (ASD) than among their typically-developing peers. This study used data from the National Longitudinal Transition Study 2012 to explore differences in student and family characteristics between students with ASD and students with all other special education disability categories. The study also examined characteristics serve as predictors of bullying and victimization. Students with ASD were found to have greater difficulties with communication and social skills, as well as less-robust sense of themselves and their abilities than students with all other disabilities. Race, household income, social and communication skills, and self-concept were found to be associated with higher rates of bullying and victimization.
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The research reported in this manuscript was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A180178 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or U.S. Department of Education.
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DRJ is Principal Investigator for a collection of Institute of Education Sciences studies using the NLTS 2012 data set. CM was responsible for the development of this paper, with conceptual and editorial support from JML, DRJ, and MLT. YCW conducted the analyses reported in this paper.
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Matthias, C., LaVelle, J.M., Johnson, D.R. et al. Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012. J Autism Dev Disord 51, 4632–4643 (2021). https://doi.org/10.1007/s10803-021-04907-y
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DOI: https://doi.org/10.1007/s10803-021-04907-y