Hebron Judith, Oldfield Jeremy, Humphrey Neil
1 The University of Manchester, UK.
2 Manchester Metropolitan University, UK.
Autism. 2017 Apr;21(3):291-300. doi: 10.1177/1362361316636761. Epub 2016 Jul 9.
Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative risk perspective, where the number of risks rather than their nature is considered. A total of 722 teachers and 119 parents of young people with autism spectrum conditions participated in the study. Established risk factors were summed to form a cumulative risk score in teacher and parent models. There was evidence of a cumulative risk effect in both models, suggesting that as the number of risks increased, so did exposure to bullying. A quadratic effect was found in the teacher model, indicating that there was a disproportionate increase in the likelihood of being bullied in relation to the number of risk factors to which a young person was exposed. In light of these findings, it is proposed that more attention needs to be given to the number of risks to which children and young people with autism spectrum conditions are exposed when planning interventions and providing a suitable educational environment.
与发育正常的同龄人相比，自闭症学生更容易受到欺凌。然而，多项研究表明，在接触某些风险因素（如行为困难和同伴关系不佳）的情况下，他们受到欺凌的可能性会增加。本研究从累积风险的角度探讨易受欺凌的情况，即考虑风险的数量而非其性质。共有722名教师和119名自闭症谱系障碍青少年的家长参与了该研究。在教师和家长模型中，将已确定的风险因素相加，形成一个累积风险分数。两个模型中均有累积风险效应的证据，这表明随着风险数量的增加，遭受欺凌的情况也会增加。在教师模型中发现了二次效应，这表明与青少年接触的风险因素数量相比，遭受欺凌的可能性增加幅度不成比例。鉴于这些发现，建议在规划干预措施和提供合适的教育环境时，应更多地关注自闭症谱系障碍儿童和青少年接触的风险数量。
