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Bullying-related behaviour in adolescents with autism: Links with autism severity and emotional and behavioural problems / E. FINK in Autism, 22-6 (August 2018)
[article]
Titre : Bullying-related behaviour in adolescents with autism: Links with autism severity and emotional and behavioural problems Type de document : Texte imprimé et/ou numérique Auteurs : E. FINK, Auteur ; T. OLTHOF, Auteur ; F. GOOSSENS, Auteur ; S. VAN DER MEIJDEN, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.684-692 Langues : Anglais (eng) Mots-clés : adolescents autism spectrum disorders behavioural problems bullying defending emotional problems victimisation Index. décimale : PER Périodiques Résumé : This study examined the association between peer-reported bullying-related behaviours (bully, victim, outsider and defender), age, gender, autism severity and teacher-rated emotional and behavioural problems in adolescents with autism spectrum disorder, using a multi-informant approach. The sample comprised 120 adolescents (11% girls, Mage = 15.6 years, standard deviation = 1.89 years) attending a special school for children with autism. Results show that bullying decreased with age and was associated with behavioural problems, while victimisation was only associated with peer problems - a pattern of results comparable to studies exploring these associations in typically developing children. However, there were few associations among study variables for outsider or defender behaviours in this sample. Notably, children's autism severity did not significantly predict bullying-related behaviours. En ligne : http://dx.doi.org/10.1177/1362361316686760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366
in Autism > 22-6 (August 2018) . - p.684-692[article] Bullying-related behaviour in adolescents with autism: Links with autism severity and emotional and behavioural problems [Texte imprimé et/ou numérique] / E. FINK, Auteur ; T. OLTHOF, Auteur ; F. GOOSSENS, Auteur ; S. VAN DER MEIJDEN, Auteur ; Sander BEGEER, Auteur . - p.684-692.
Langues : Anglais (eng)
in Autism > 22-6 (August 2018) . - p.684-692
Mots-clés : adolescents autism spectrum disorders behavioural problems bullying defending emotional problems victimisation Index. décimale : PER Périodiques Résumé : This study examined the association between peer-reported bullying-related behaviours (bully, victim, outsider and defender), age, gender, autism severity and teacher-rated emotional and behavioural problems in adolescents with autism spectrum disorder, using a multi-informant approach. The sample comprised 120 adolescents (11% girls, Mage = 15.6 years, standard deviation = 1.89 years) attending a special school for children with autism. Results show that bullying decreased with age and was associated with behavioural problems, while victimisation was only associated with peer problems - a pattern of results comparable to studies exploring these associations in typically developing children. However, there were few associations among study variables for outsider or defender behaviours in this sample. Notably, children's autism severity did not significantly predict bullying-related behaviours. En ligne : http://dx.doi.org/10.1177/1362361316686760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children / Dieter WOLKE in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children Type de document : Texte imprimé et/ou numérique Auteurs : Dieter WOLKE, Auteur ; Sarah WOODS, Auteur ; Linda BLOOMFIELD, Auteur ; Lyn KARSTADT, Auteur Année de publication : 2000 Article en page(s) : p.989-1002 Langues : Anglais (eng) Mots-clés : Aggression behavioural problems bullying conduct disorder hyperactivity victimisation Index. décimale : PER Périodiques Résumé : The prevalence of direct and relational bullying and their differential relationship to behaviour problems in young primary school children was investigated. Individual interviews were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents completed the Strength and Difficulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims, and 10.2% both bullied and were victimised frequently (bully/victims). The rates for relational bullying were 1.1% bullies, 37.9% victims, and 5.9% bully/victims. All children involved in direct bullying had significantly increased total behaviour problems, hyperactivity, conduct problems, and peer problem scores, and lower prosocial behaviour scores compared to those not involved in bullying (neutrals). Findings were similar for relational bullying involvement and behaviour problems for bully/victims and victims but less pronounced. Relational bullies had the lowest behaviour problem scores while being rated the least prosocially inclined children, consistent with the concept of a cool manipulator. Overall, direct bully/victims and children who were involved in both direct and relational bullying behaviour had the highest rates of behaviour problems. No relationship between victimisation and increased emotional problems were found. Those involved in bullying behaviour who show externalising and hyperactivity problems in primary school may be at increased risk for persistent conduct problems. Different interventions may be needed for those involved in relational bullying only, both direct and relational bullying, and those with additional behaviour problems. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.989-1002[article] The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children [Texte imprimé et/ou numérique] / Dieter WOLKE, Auteur ; Sarah WOODS, Auteur ; Linda BLOOMFIELD, Auteur ; Lyn KARSTADT, Auteur . - 2000 . - p.989-1002.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.989-1002
Mots-clés : Aggression behavioural problems bullying conduct disorder hyperactivity victimisation Index. décimale : PER Périodiques Résumé : The prevalence of direct and relational bullying and their differential relationship to behaviour problems in young primary school children was investigated. Individual interviews were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents completed the Strength and Difficulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims, and 10.2% both bullied and were victimised frequently (bully/victims). The rates for relational bullying were 1.1% bullies, 37.9% victims, and 5.9% bully/victims. All children involved in direct bullying had significantly increased total behaviour problems, hyperactivity, conduct problems, and peer problem scores, and lower prosocial behaviour scores compared to those not involved in bullying (neutrals). Findings were similar for relational bullying involvement and behaviour problems for bully/victims and victims but less pronounced. Relational bullies had the lowest behaviour problem scores while being rated the least prosocially inclined children, consistent with the concept of a cool manipulator. Overall, direct bully/victims and children who were involved in both direct and relational bullying behaviour had the highest rates of behaviour problems. No relationship between victimisation and increased emotional problems were found. Those involved in bullying behaviour who show externalising and hyperactivity problems in primary school may be at increased risk for persistent conduct problems. Different interventions may be needed for those involved in relational bullying only, both direct and relational bullying, and those with additional behaviour problems. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting / Phil REED in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur Article en page(s) : p.631-638 Langues : Anglais (eng) Mots-clés : Early intervention Adaptive behaviour Behavioural problems Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638[article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur . - p.631-638.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638
Mots-clés : Early intervention Adaptive behaviour Behavioural problems Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199