Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012.

Affiliation

Matthias C(1), LaVelle JM(2), Johnson DR(3), Wu YC(4), Thurlow ML(5).
Author information:
(1)Department of Organizational Leadership, Policy and Development, University of Minnesota, 206 Burton Hall, 178 Pillsbury Dr. SE, Minneapolis, MN, 55455, USA.
(2)Department of Organizational Leadership, Policy and Development, University of Minnesota, 323 Burton Hall, 178 Pillsbury Dr. SE, Minneapolis, MN, 55455, USA.
(3)Department of Organizational Leadership, Policy and Development, University of Minnesota, 233 Burton Hall, 178 Pillsbury Dr. SE, Minneapolis, MN, 55455, USA. [Email]
(4)National Center On Educational Outcomes, University of Minnesota, 202F Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN, 55455, USA.
(5)National Center On Educational Outcomes, University of Minnesota, 215A Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN, 55455, USA.

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.