Adams Ryan, Taylor Julie, Duncan Amie, Bishop Somer
Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, MLC 4002, Cincinnati, OH, 45229, USA.
Vanderbilt University, Nashville, TN, USA.
J Autism Dev Disord. 2016 Nov;46(11):3557-3566. doi: 10.1007/s10803-016-2893-3.
The majority of adolescents with ASD spend a significant amount of the school day in general education settings; yet, many of these students exhibit problems at school. The current manuscript examined whether specific types of peer victimization were associated with a range of educational outcomes. Participants from study 1 included parents of 1221 adolescents from the Interactive Autism Network. Study 2 included 54 adolescent males and one of their parents that were recruited from a clinic registry. Both studies found that all types of victimization were associated with educational outcomes. These findings indicate that, in addition to improving overall well-being of students with ASD, reducing peer victimization could have positive effects on educational performance of these students.
大多数患有自闭症谱系障碍（ASD）的青少年在学校的大部分时间都处于普通教育环境中；然而，这些学生中有许多在学校表现出问题。当前的手稿研究了特定类型的同伴受害情况是否与一系列教育成果相关。研究1的参与者包括来自互动自闭症网络的1221名青少年的父母。研究2包括从诊所登记处招募的54名青少年男性及其父母之一。两项研究均发现，所有类型的受害情况都与教育成果相关。这些发现表明，除了改善ASD学生的整体幸福感之外，减少同伴受害情况可能会对这些学生的学业表现产生积极影响。
