Sexual, Physical, and Emotional Aggression, Experienced by Autistic vs. Non-Autistic U.S. College Students

Autor/inn/en	Rothman, Emily F.; Heller, Sam; Graham Holmes, Laura
Titel	Sexual, Physical, and Emotional Aggression, Experienced by Autistic vs. Non-Autistic U.S. College Students
Quelle	In: Journal of American College Health, 71 (2023) 9, S.2786-2794 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rothman, Emily F.) ORCID (Graham Holmes, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2021.1996373
Schlagwörter	Aggression; Victims; Autism Spectrum Disorders; College Students; Sexual Abuse; Depression (Psychology); Bullying; Student School Relationship; At Risk Persons + Suchen Sie Ihr Suchwort? Victim; Opfer; Autism; Autismus; Collegestudent; Sexueller Missbrauch; Mobbing; Schüler-Lehrer-Beziehung; Risikogruppe
Abstract	Objective: To compare rates of aggression victimization for autistic vs. non-autistic U.S. college students. Participants: n = 1,411 autistic and n = 218,430 non-autistic students from 78 colleges. Methods: We used a three-way interaction term to examine moderation of the relationship between autism and sexual, physical and emotional aggression victimization by depression and sense of belonging. Results: Autistic students were nearly twice as likely as non-autistic students to report past-year emotional victimization (44% vs. 26%, p < 0.001), and more likely to report physical victimization (8.4% vs. 5.7%, p < 0.001). Autistic students who experienced sexual assault were 2.23 times more likely than non-autistic students to report it affected academic performance (80.4% vs. 36.0%, p < 0.001). At both low and high levels of depression, sense of belonging was protective against physical and sexual victimization for autistic students more than for non-autistic students. Conclusions: Institutions of higher education should prioritize preventing and responding to interpersonal aggression against autistic students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01