欺凌行为与自闭症谱系障碍：自闭症谱系障碍青少年中欺凌行为的发生率及相关因素
Bullying involvement and autism spectrum disorders: prevalence and correlates of bullying involvement among adolescents with an autism spectrum disorder.
作者信息
Sterzing Paul R, Shattuck Paul T, Narendorf Sarah C, Wagner Mary, Cooper Benjamin P
机构信息
George Warren Brown School of Social Work, Washington University, St Louis, Missouri, USA.
出版信息
Arch Pediatr Adolesc Med. 2012 Nov;166(11):1058-64. doi: 10.1001/archpediatrics.2012.790.
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.
目标
对自闭症谱系障碍（ASD）青少年中欺凌行为的发生率进行全国代表性估计，将总体估计结果与患有其他发育障碍的青少年进行比较，并确定与欺凌行为相关的社会生态因素。
设计
2001年的全国代表性调查。
地点
美国。
参与者
患有ASD的青少年的父母、他们所就读学校的校长以及最熟悉其学校课程的工作人员。
主要暴露因素
自闭症谱系障碍。
主要结局指标
过去一学年中家长报告的受欺凌、欺凌他人以及既受欺凌又欺凌他人的情况。
结果
患有ASD的青少年中，受欺凌的发生率为46.3%，欺凌他人的发生率为14.8%，既受欺凌又欺凌他人的发生率为8.9%。受欺凌与非西班牙裔种族、注意力缺陷多动障碍、社交技能较低、某种形式的对话能力以及更多的普通教育课程有关。欺凌他人的相关因素包括白人、患有注意力缺陷多动障碍以及每周至少与朋友聚会一次。既受欺凌又欺凌他人与非西班牙裔白人、患有注意力缺陷多动障碍以及每周至少与朋友聚会一次有关。
结论
基于学校的欺凌干预措施需要针对ASD的核心缺陷（对话能力和社交技能）以及共病情况（如注意力缺陷多动障碍）。未来的欺凌干预措施还需要通过增加融入保护性同伴群体的社会融合度，以及提高发育正常的学生对患有ASD的同伴的同理心和社交技能，来解决普通教育环境中较高的受欺凌率问题。
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