Literaturnachweis - Detailanzeige
| Autor/inn/en | Matthias, Cynthia; LaVelle, John M.; Johnson, David R.; Wu, Yi-Chen; Thurlow, Martha L. |
|---|---|
| Titel | Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012 |
| Quelle | In: Journal of Autism and Developmental Disorders, 51 (2021) 12, S.4632-4643 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Johnson, David R.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-04907-y |
| Schlagwörter | Bullying; Victims; Autism; Pervasive Developmental Disorders; Students with Disabilities; Student Characteristics; Family Characteristics; Predictor Variables; Communication Skills; Interpersonal Competence; Barriers; Racial Differences; Family Income; Socioeconomic Influences; Self Concept |
| 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. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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