The experience of friendship,victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement |
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| Authors: | Emma Rowley Susie Chandler Gillian Baird Emily Simonoff Andrew Pickles Tom Loucas Tony Charman |
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| Institution: | 1. Child Development & Disability Service, City & Hackney Teaching Primary Care Trust, London, United Kingdom;2. Centre for Research in Autism and Education, Department of Psychology and Human Development, Institute of Education, London, United Kingdom;3. Guy''s & St Thomas’ NHS Foundation Trust, London, United Kingdom;4. Institute of Psychiatry, King''s College London, United Kingdom;5. School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom;1. Medical Research Council (MRC) Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience (IOPPN), King’s College London, UK;2. IOPPN, King’s College London;3. Clinical, Educational and Health Psychology, University College London;4. Birkbeck, University of London;5. South London and Maudsley National Health Service Foundation Trust (SLAM), Maudsley Hospital, London;1. The University of Newcastle, Australia;2. NSW Department of Family and Community Service, Australia;1. Graduate School of Education, University of California, Riverside, 900 University Avenue, Riverside, CA 92521 United States;2. Graduate School of Education, University of California, Riverside, United States;3. Melmark-New England, Andover, MA, United States;4. Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, and, The Help Group – UCLA Autism Research Alliance, Sherman Oaks, CA, United States;1. Salomons Centre for Applied Psychology, Canterbury Christ Church University, North Holmes Campus, North Holmes Road, Canterbury, Kent, England CT1 1QU, United Kingdom;2. Community Rehabilitation Support Team Bromley, 2 Blean Grove, Penge, England SE20 8QU, United Kingdom;1. Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences, 1551 Shoup Court, Atlanta, GA 30322, United States;2. University of Kentucky, Department of Educational, School, and Counseling Psychology, 236 Dickey Hall, Lexington, KY 40506, United States;1. Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, UCL Institute of Education, University College London, London, UK;2. Department of Psychology, Royal Holloway, University of London, Surrey, UK;3. MRC Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Kings College London, London, UK;4. Institute of Cognitive Neuroscience, University College London, London, UK;5. School of Psychology, University of Western Australia, Perth, Australia |
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| Abstract: | Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. |
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