Moi has posted quite a bit about autism. Studies indicate that the incidence of autism is growing in the population. In order for children with autism to reach their full potential there must be early diagnosis and treatment. Alice Park of Time reported in the article, U.S. Autism Rates Jump 30% From 2012 http://time.com/#40524/u-s-autism-rates-jump-30-from-2012/ In Archives of Pediatrics and Adolescent Medicine study: Kids with autism more likely to be bullied moi wrote:
Science Daily reported 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….http://www.sciencedaily.com/releases/2012/09/120903221126.htm
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 https://drwilda.com/2012/09/06/archives-of-pediatrics-and-adolescent-medicine-study-kids-with-autism-more-likely-to-be-bullied/
Christina A. Samuels reported in the Education Week article, Autism Issues Complicate Anti-Bullying Task:
A widely publicized case of two Maryland teenagers charged with assault for bullying a classmate with autism—a classmate who later strongly defended them—illustrates the complexities that schools face with youth whose disabilities are based in social interactions.
Autism spectrum disorder, characterized by social impairment and communication difficulties, leaves some youths less able to recognize teasing or bullying when it occurs, said Ellen F. Murray, a clinical manager at the Center for Autism and Related Disorders in Alexandria, Va.
“They may not even understand teasing if it’s happening right in front of them, much less if it’s behind their back,” said Ms. Murray. “A lot of our kids would definitely not pick up on those social cues and understand the perspective of another student.”
With those challenges in mind, experts say that one way for schools to address bullying of students with autism is to take a step back and examine the entire school environment. And, while social-skills training is commonly a part of the individualized education program, or IEP, for students with autism, such instruction should not be limited just to them, experts say….
Fostering Connections
Schools are using a variety of approaches and individual programs to improve social interactions between students with developmental disabilities such as autism and their typically developing peers.
Peer Adovcacy
The Parent Advocacy Coalition for Educational Rights Center, or PACER, based in Bloomington, Minn., has several bullying-prevention resources for schools, including a toolkit to help start a peer-advocacy program. Such programs use the power of peer influence, and students can often spot problem behavior before adults do.
Positive Behavioral Supports
This schoolwide intervention framework supported by the U.S. Department of Education, offers schools a way to organize and monitor behavioral expectations for students and adults.
Second Step
This program, used in more than 30,000 schools and aimed at students ages 4 to 14, includes in-school lessons on empathy, emotion management, and problem-solving. It also includes lessons for all students in how to recognize, respond to, and report bullying.
Remaking Success
Currently being studied in several schools, this program enlists paraprofessionals who often “shadow” students with disabilities as active coaches on the playground, bringing children together and creating opportunities for joint play. The program has shown some success in expanding the social networks of students.
SOURCES: The National Bullying Prevention Center; StopBullying.gov; Autism Intervention Research Network on Behavioral Health
http://www.edweek.org/ew/articles/2014/05/07/30autism_ep.h33.html?tkn=SQXF7qgMjGrAX60B0LbyHDeFR8O3wkbWbRkr&intc=es
The American Psychological Association (APA) has information about bullying.
The APA has the following suggestions for teachers and administrators:
Be knowledgeable and observant
Teachers and administrators need to be aware that although bullying generally happens in areas such as the bathroom, playground, crowded hallways, and school buses as well as via cell phones and computers (where supervision is limited or absent), it must be taken seriously. Teachers and administrators should emphasize that telling is not tattling. If a teacher observes bullying in a classroom, he/she needs to immediately intervene to stop it, record the incident and inform the appropriate school administrators so the incident can be investigated. Having a joint meeting with the bullied student and the student who is bullying is not recommended — it is embarrassing and very intimidating for the student that is being bullied.
Involve students and parents
Students and parents need to be a part of the solution and involved in safety teams and antibullying task forces. Students can inform adults about what is really going on and also teach adults about new technologies that kids are using to bully. Parents, teachers, and school administrators can help students engage in positive behavior and teach them skills so that they know how to intervene when bullying occurs. Older students can serve as mentors and inform younger students about safe practices on the Internet.
Set positive expectations about behavior for students and adults
Schools and classrooms must offer students a safe learning environment. Teachers and coaches need to explicitly remind students that bullying is not accepted in school and such behaviors will have consequences. Creating an anti-bullying document and having both the student and the parents/guardians sign and return it to the school office helps students understand the seriousness of bullying. Also, for students who have a hard time adjusting or finding friends, teachers and administrators can facilitate friendships or provide “jobs” for the student to do during lunch and recess so that children do not feel isolated or in danger of becoming targets for bullying. http://www.apa.org/helpcenter/bullying.aspx
Stop Bullying.gov has some great advice about bullying.
According to the Stop Bullying.gov article, What You Can Do:
What to Do If You’re Bullied
There are things you can do if you are being bullied:
• Look at the kid bullying you and tell him or her to stop in a calm, clear voice. You can also try to laugh it off. This works best if joking is easy for you. It could catch the kid bullying you off guard.
• If speaking up seems too hard or not safe, walk away and stay away. Don’t fight back. Find an adult to stop the bullying on the spot.
There are things you can do to stay safe in the future, too.
• Talk to an adult you trust. Don’t keep your feelings inside. Telling someone can help you feel less alone. They can help you make a plan to stop the bullying.
• Stay away from places where bullying happens.
• Stay near adults and other kids. Most bullying happens when adults aren’t around.
http://www.stopbullying.gov/kids/what-you-can-do
Even though children are encouraged to report bullying, they often don’t. We must encourage children to report bullying.
Resources:
For more information on neurological disorders or research programs funded by the National Institute of Neurological Disorders and Stroke, contact the Institute’s Brain Resources and Information Network (BRAIN) at:
BRAIN
P.O. Box 5801
Bethesda, MD 20824
(800) 352 9424 http://www.ninds.nih.gov
Association for Science in Autism Treatment
P.O. Box 188
Crosswicks, NJ 08515-0188
info@asatonline.orghttp://www.asatonline.org
Autism National Committee (AUTCOM)
P.O. Box 429
Forest Knolls, CA 94933 http://www.autcom.org
Autism Network International (ANI)
P.O. Box 35448
Syracuse, NY 13235-5448
jisincla@syr.eduhttp://www.ani.ac
Autism Research Institute (ARI)
4182 Adams Avenue
San Diego, CA 92116
director@autism.comhttp://www.autismresearchinstitute.com
Tel: 866-366-3361
Fax: 619-563-6840
Autism Science Foundation
419 Lafayette Street
2nd floor
New York, NY 10003
contactus@autismsciencefoundation.orghttp://www.autismsciencefoundation.org/
Tel: 646-723-3978
Fax: 212-228-3557
Autism Society of America
4340 East-West Highway
Suite 350
Bethesda, MD 20814 http://www.autism-society.org
Tel: 301-657-0881 800-3AUTISM (328-8476)
Fax: 301-657-0869
Autism Speaks, Inc.
2 Park Avenue
11th Floor
New York, NY 10016
contactus@autismspeaks.orghttp://www.autismspeaks.org
Tel: 212-252-8584 California: 310-230-3568
Fax: 212-252-8676 Birth Defect Research for Children, Inc.
976 Lake Baldwin Lane
Suite 104
Orlando, FL 32814
betty@birthdefects.org http://www.birthdefects.org
Tel: 407-895-0802
MAAP Services for Autism, Asperger Syndrome, and PDD
P.O. Box 524
Crown Point, IN 46308
info@aspergersyndrome.orghttp://www.aspergersyndrome.org/
Tel: 219-662-1311
Fax: 219-662-1315
National Dissemination Center for Children with Disabilities
U.S. Dept. of Education, Office of Special Education Programs
1825 Connecticut Avenue NW, Suite 700
Washington, DC 20009
nichcy@aed.orghttp://www.nichcy.org
Tel: 800-695-0285 202-884-8200
Fax: 202-884-8441
National Institute of Child Health and Human Development (NICHD)
National Institutes of Health, DHHS
31 Center Drive, Rm. 2A32 MSC 2425
Bethesda, MD 20892-2425 http://www.nichd.nih.gov
Tel: 301-496-5133
Fax: 301-496-7101 National Institute on Deafness and Other Communication Disorders Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
nidcdinfo@nidcd.nih.govhttp://www.nidcd.nih.gov
Tel: 800-241-1044 800-241-1055 (TTD/TTY)
National Institute of Environmental Health Sciences (NIEHS)
National Institutes of Health, DHHS
111 T.W. Alexander Drive
Research Triangle Park, NC 27709
webcenter@niehs.nih.govhttp://www.niehs.nih.gov
Tel: 919-541-3345
National Institute of Mental Health (NIMH)
National Institutes of Health, DHHS
6001 Executive Blvd. Rm. 8184, MSC 9663
Bethesda, MD 20892-9663
nimhinfo@nih.govhttp://www.nimh.nih.gov
Tel: 301-443-4513/866-415-8051 301-443-8431 (TTY)
Fax: 301-
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/
Autism and children of color https://drwilda.com/tag/autism-not-diagnosed-as-early-in-minority-children/
Archives of Pediatrics and Adolescent Medicine study: Kids with autism more likely to be bullied https://drwilda.com/2012/09/06/archives-of-pediatrics-and-adolescent-medicine-study-kids-with-autism-more-likely-to-be-bullied/
Chelation treatment for autism might be harmful
https://drwilda.com/2012/12/02/chelation-treatment-for-autism-might-be-harmful/
University of Connecticut study: Some children with autism may be ‘cured’ with intense early therapy https://drwilda.com/tag/optimal-outcome-in-individuals-with-a-history-of-autism/
Children of older fathers can have genetic issues: Study reports mental illness risk higher https://drwilda.com/2014/02/28/children-of-older-fathers-can-have-genetic-issues-study-reports-mental-illness-risk-higher/
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