In Autism and children of color, moi said:
The number of children with autism appears to be growing. The Centers for Disease Control and Prevention provides statistics on the number of children with autism in the section Data and Statistics:
Prevalence
It is estimated that between 1 in 80 and 1 in 240 with an average of 1 in 110 children in the United States have an ASD. [Read article]
ASDs are reported to occur in all racial, ethnic, and socioeconomic groups, yet are on average 4 to 5 times more likely to occur in boys than in girls. However, we need more information on some less studied populations and regions around the world. [Read article]
Studies in Asia, Europe, and North America have identified individuals with an ASD with an approximate prevalence of 0.6% to over 1%. A recent study in South Korea reported a prevalence of 2.6%. [Data table
]
Approximately 13% of children have a developmental disability, ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism. [Read article
]
Learn more about the MADDSP Project »
On this Page
In order for children with autism to reach their full potential there must be early diagnosis and treatment. https://drwilda.com/2012/03/27/autism-and-children-of-color/
Science Daily is reporting in the article, Study Details Bullying Involvement for Adolescents With Autism Spectrum Disorder:
A study based on information collected from 920 parents suggests an estimated 46.3 percent of adolescents with an autism spectrum disorder were the victims of bullying, according to a report published Online First by Archives of Pediatrics & Adolescent Medicine, a JAMA Network publication….
The prevalence of bullying involvement for adolescents with an ASD was 46.3 percent for victimization and was “substantially higher” than the national prevalence estimates for the general adolescent population (10.6 percent). The rates of perpetration of bullying (14.8 percent) and victimization/perpetration (8.9 percent, i.e. those who perpetrate and are victimized), were about equivalent to national estimates found among typically developing adolescents, according to the study results.
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. Perpetration was correlated with 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, the results indicate.
“Future interventions should incorporate content that addresses the core deficits of adolescents with an ASD, which limits their verbal ability to report bullying incidents,” the authors comment. “Schools should incorporate strategies that address conversational difficulties and the unique challenges of those with comorbid conditions.”
The authors also concluded: “Inclusive classrooms need to increase the social integration of adolescents with an ASD into protective peer groups while also enhancing the empathy and social skills of typically developing students toward their peers with an ASD and other developmental disabilities.” http://www.sciencedaily.com/releases/2012/09/120903221126.htm
Citation:
Bullying Involvement and Autism Spectrum Disorders Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder ONLINE FIRST
Paul R. Sterzing, PhD, MSSW; Paul T. Shattuck, PhD; Sarah C. Narendorf, PhD, MSW; Mary Wagner, PhD; Benjamin P. Cooper, MPH
Arch Pediatr Adolesc Med. Published online September 03, 2012. doi:10.1001/archpediatrics.2012.790
Published online September 2012
ABSTRACT
ABSTRACT | METHODS | RESULTS | COMMENT | AUTHOR INFORMATION | REFERENCES
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.
Journal Reference:
Sterzing PR, Shattuck PT, Narendorf SC, Wagner M, Cooper BP. Bullying Involvement and Autism Spectrum Disorders: Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder. Archives of Pediatrics & Adolescent Medicine, 2012; DOI: 10.1001/archpediatrics.2012.790
There are signs that a particular child may be vulnerable to bullying.
In School bullying: Office of Juvenile Justice and Delinquency report, moi wrote:
The Department of Justice’s Office of Juvenile Justice and Delinquency has issued the report, Bullying in Schools: An Overview by Ken Seeley, Martin L. Tombari, Laurie J. Bennett, and Jason B. Dunkle. Among the study’s findings are:
- Bullying is a complex social and emotional phenomenon that plays out differently on an individual level.
- Bullying does not directly cause truancy.
- School engagement protects victims from truancy and low academic achievement.
- When schools provide a safe learning environment in which adults model positive behavior, they can mitigate the negative effects of bullying.
- Any interventions to address bullying or victimization should be intentional, student-focused engagement strategies that fit the context of the school where they are used.
The report makes the following recommendations:
- Increase student engagement.
- Model caring behavior for students.
- Offer mentoring programs.
- Provide students with opportunities for service learning as a means of improving school engagement.
- Address the difficult transition between elementary and middle school (from a single classroom teacher to teams of teachers with periods and class changes in a large school) (Lohaus et al., 2004).
- Start prevention programs early.
- Resist the temptation to use prefabricated curriculums that are not aligned to local conditions.
Increase Student Engagement
Bullied children who remain engaged in school attend class more frequently and achieve more. Challenging academics, extracurricular activities, understanding teachers and coaches, and a focus on the future help keep victimized children engaged in their education (Bausell, 2011). Schools, administrations, and districts that wish to stave off the negative effects of bullying must redouble their efforts to engage each student in school. Typical school engagement strategies include (Karcher, 2005):
• Providing a caring adult for every student through an advisory program or similar arrangement.
- Carefully monitoring attendance, calling home each time a student is absent, and allowing students the ability to make up missed work with support from a teacher.
- Adopting and implementing the National School Climate Standards from the National School Climate Council (2010).
- Promoting and fostering parent and community engagement, including afterschool and summer programs.
- Providing school-based mentorship options for students. http://www.ojjdp.gov/pubs/234205.pdf
See, School Bullying Report Makes Recommendations To Address Issue, Support Victims http://www.huffingtonpost.com/2011/12/17/school-bullying-report-ma_n_1155250.html?ref=email_share
Hurting people often hurt other people.
Joyce Meyer
https://drwilda.com/2011/12/20/school-bullying-office-of-juvenile-justice-and-delinquency-report/
Related:
Father’s age may be linked to Autism and Schizophrenia https://drwilda.com/2012/08/26/fathers-age-may-be-linked-to-autism-and-schizophrenia/
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