RT Journal
A1 Sterzing PR, Shattuck PT, Narendorf SC, Wagner M, Cooper BP
T1 Bullying involvement and autism spectrum disorders: Prevalence and correlates of bullying involvement among adolescents with an autism spectrum disorder
JF Archives of Pediatrics & Adolescent Medicine
JO Archives of Pediatrics & Adolescent Medicine
YR 2012
FD November 1
VO 166
IS 11
SP 1058
OP 1064
DO 10.1001/archpediatrics.2012.790
UL http://dx.doi.org/10.1001/archpediatrics.2012.790
AB Objectives 
                  To produce nationally representative estimates for rates of bullying involvement among adolescents with an autism spectrum disorder (ASD), to compare population estimates with adolescents who have other developmental disabilities, and to identify social ecological correlates of bullying involvement.Design 
                  Nationally representative surveys from 2001.Setting 
                  United States.Participants 
                  Parents of adolescents with an ASD, principals of the schools they attended, and staff members most familiar with their school programs.Main Exposure 
                  Autism spectrum disorders.Main Outcome Measures 
                  Parent report of victimization, perpetration, and victimization/perpetration within the past school year.Results 
                  The prevalence rates of bullying involvement for adolescents with an ASD were 46.3% for victimization, 14.8% for perpetration, and 8.9% for victimization/perpetration. Victimization was related to having a non-Hispanic ethnicity, attention-deficit/hyperactivity disorder, lower social skills, some form of conversational ability, and more classes in general education. Correlates of perpetration included being white, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. Victimization/perpetration was associated with being white non-Hispanic, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week.Conclusions 
                  School-based bullying interventions need to target the core deficits of ASD (conversational ability and social skills) and comorbid conditions (eg, attention-deficit/hyperactivity disorder). Future bullying interventions also need to address the higher rates of victimization that occur in general education settings by increasing social integration into protective peer groups and increasing the empathy and social skills of typically developing students toward their peers with an ASD.