Cumulative risk effects in the bullying of children and young people with autism spectrum conditions / Judith HEBRON in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.291-300 Titre : Cumulative risk effects in the bullying of children and young people with autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Judith HEBRON, Auteur ; Jeremy OLDFIELD, Auteur ; Neil HUMPHREY, Auteur Article en page(s) : p.291-300 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative risk perspective, where the number of risks rather than their nature is considered. A total of 722 teachers and 119 parents of young people with autism spectrum conditions participated in the study. Established risk factors were summed to form a cumulative risk score in teacher and parent models. There was evidence of a cumulative risk effect in both models, suggesting that as the number of risks increased, so did exposure to bullying. A quadratic effect was found in the teacher model, indicating that there was a disproportionate increase in the likelihood of being bullied in relation to the number of risk factors to which a young person was exposed. In light of these findings, it is proposed that more attention needs to be given to the number of risks to which children and young people with autism spectrum conditions are exposed when planning interventions and providing a suitable educational environment. En ligne : http://dx.doi.org/10.1177/1362361316636761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Cumulative risk effects in the bullying of children and young people with autism spectrum conditions [Texte imprimé et/ou numérique] / Judith HEBRON, Auteur ; Jeremy OLDFIELD, Auteur ; Neil HUMPHREY, Auteur . - p.291-300. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.291-300 Index. décimale : PER Périodiques Résumé : Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative risk perspective, where the number of risks rather than their nature is considered. A total of 722 teachers and 119 parents of young people with autism spectrum conditions participated in the study. Established risk factors were summed to form a cumulative risk score in teacher and parent models. There was evidence of a cumulative risk effect in both models, suggesting that as the number of risks increased, so did exposure to bullying. A quadratic effect was found in the teacher model, indicating that there was a disproportionate increase in the likelihood of being bullied in relation to the number of risk factors to which a young person was exposed. In light of these findings, it is proposed that more attention needs to be given to the number of risks to which children and young people with autism spectrum conditions are exposed when planning interventions and providing a suitable educational environment. En ligne : http://dx.doi.org/10.1177/1362361316636761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Cumulative risk effects in the bullying of children and young people with autism spectrum conditions / Judith HEBRON in Autism, 21-3 (April 2017)  

Public ISBD [article]  inAutism > 21-3 (April 2017) . - p.291-300 Titre : Cumulative risk effects in the bullying of children and young people with autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Judith HEBRON, Auteur ; Jeremy OLDFIELD, Auteur ; Neil HUMPHREY, Auteur Article en page(s) : p.291-300 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/ psychology  Bullying  Child  Child, Preschool  Cross-Sectional Studies  Humans  Risk Factors  Schools/statistics & numerical data  autism  cumulative risk  school Index. décimale : PER Périodiques Résumé : Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative risk perspective, where the number of risks rather than their nature is considered. A total of 722 teachers and 119 parents of young people with autism spectrum conditions participated in the study. Established risk factors were summed to form a cumulative risk score in teacher and parent models. There was evidence of a cumulative risk effect in both models, suggesting that as the number of risks increased, so did exposure to bullying. A quadratic effect was found in the teacher model, indicating that there was a disproportionate increase in the likelihood of being bullied in relation to the number of risk factors to which a young person was exposed. In light of these findings, it is proposed that more attention needs to be given to the number of risks to which children and young people with autism spectrum conditions are exposed when planning interventions and providing a suitable educational environment. En ligne : http://dx.doi.org/10.1177/1362361316636761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Cumulative risk effects in the bullying of children and young people with autism spectrum conditions [Texte imprimé et/ou numérique] / Judith HEBRON, Auteur ; Jeremy OLDFIELD, Auteur ; Neil HUMPHREY, Auteur . - p.291-300. Langues : Anglais (eng) in Autism > 21-3 (April 2017) . - p.291-300 Mots-clés : Adolescent  Autism Spectrum Disorder/ psychology  Bullying  Child  Child, Preschool  Cross-Sectional Studies  Humans  Risk Factors  Schools/statistics & numerical data  autism  cumulative risk  school Index. décimale : PER Périodiques Résumé : Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative risk perspective, where the number of risks rather than their nature is considered. A total of 722 teachers and 119 parents of young people with autism spectrum conditions participated in the study. Established risk factors were summed to form a cumulative risk score in teacher and parent models. There was evidence of a cumulative risk effect in both models, suggesting that as the number of risks increased, so did exposure to bullying. A quadratic effect was found in the teacher model, indicating that there was a disproportionate increase in the likelihood of being bullied in relation to the number of risk factors to which a young person was exposed. In light of these findings, it is proposed that more attention needs to be given to the number of risks to which children and young people with autism spectrum conditions are exposed when planning interventions and providing a suitable educational environment. En ligne : http://dx.doi.org/10.1177/1362361316636761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors / Judith HEBRON in Autism, 18-6 (August 2014)  

Public ISBD [article]  inAutism > 18-6 (August 2014) . - p.618-630 Titre : Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors Type de document : Texte imprimé et/ou numérique Auteurs : Judith HEBRON, Auteur ; Neil HUMPHREY, Auteur Article en page(s) : p.618-630 Langues : Anglais (eng) Mots-clés : bullying  protection  risk  school  victimisation Index. décimale : PER Périodiques Résumé : Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child’s experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher- and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered. En ligne : http://dx.doi.org/10.1177/1362361313495965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors [Texte imprimé et/ou numérique] / Judith HEBRON, Auteur ; Neil HUMPHREY, Auteur . - p.618-630. Langues : Anglais (eng) in Autism > 18-6 (August 2014) . - p.618-630 Mots-clés : bullying  protection  risk  school  victimisation Index. décimale : PER Périodiques Résumé : Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child’s experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher- and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered. En ligne : http://dx.doi.org/10.1177/1362361313495965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

What do we know about home education and autism? A thematic synthesis review / Siobhan O’HAGAN in Research in Autism Spectrum Disorders, 80 (February 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 80 (February 2021) . - p.101711 Titre : What do we know about home education and autism? A thematic synthesis review Type de document : Texte imprimé et/ou numérique Auteurs : Siobhan O’HAGAN, Auteur ; Caroline BOND, Auteur ; Judith HEBRON, Auteur Article en page(s) : p.101711 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Asperger’s  Home education  Home schooling  Flexi-schooling  Exclusion Index. décimale : PER Périodiques Résumé : Background Mainstream education can be difficult for autistic children given the social communication difficulties, highly focused interests and sensory sensitives associated with autism. Educators can still find providing a safe, inclusive and supportive environment for autistic students challenging. Subsequently some parents decide to remove their children from school and home educate. The purpose of this thematic review is to synthesise reported findings on home educating autistic children who have previously attended formal education. Method PRISMA guidelines informed the review process. Articles included were published in the last 10 years and specific to autistic children being educated at home. Of the 22 articles meeting eligibility for full text review, 10 matched the final inclusion criteria. Results Findings related to four main themes emerging from the synthesis: the motivations and reasons that led parents to home educate their autistic children; parents’ experiences of home educating; practices and pedagogical approaches used by parents; and the impact of home education on the outcomes for autistic students. Findings revealed that home education can be a positive experience for families with good academic and social outcomes for autistic children and young people. Limitations of the evidence base are considered. Conclusion Although not all parents may be in a position to home educate their children, this review indicates that parents with appropriate educational, financial and social supports have found home educating their autistic child empowering. They report being able to provide flexible, balanced and individualised education leading to positive outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] What do we know about home education and autism? A thematic synthesis review [Texte imprimé et/ou numérique] / Siobhan O’HAGAN, Auteur ; Caroline BOND, Auteur ; Judith HEBRON, Auteur . - p.101711. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 80 (February 2021) . - p.101711 Mots-clés : Autism spectrum disorder  Asperger’s  Home education  Home schooling  Flexi-schooling  Exclusion Index. décimale : PER Périodiques Résumé : Background Mainstream education can be difficult for autistic children given the social communication difficulties, highly focused interests and sensory sensitives associated with autism. Educators can still find providing a safe, inclusive and supportive environment for autistic students challenging. Subsequently some parents decide to remove their children from school and home educate. The purpose of this thematic review is to synthesise reported findings on home educating autistic children who have previously attended formal education. Method PRISMA guidelines informed the review process. Articles included were published in the last 10 years and specific to autistic children being educated at home. Of the 22 articles meeting eligibility for full text review, 10 matched the final inclusion criteria. Results Findings related to four main themes emerging from the synthesis: the motivations and reasons that led parents to home educate their autistic children; parents’ experiences of home educating; practices and pedagogical approaches used by parents; and the impact of home education on the outcomes for autistic students. Findings revealed that home education can be a positive experience for families with good academic and social outcomes for autistic children and young people. Limitations of the evidence base are considered. Conclusion Although not all parents may be in a position to home educate their children, this review indicates that parents with appropriate educational, financial and social supports have found home educating their autistic child empowering. They report being able to provide flexible, balanced and individualised education leading to positive outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

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