[article] 
inJournal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3557-3566

Titre :	Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD)
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Ryan E. ADAMS, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amie DUNCAN, Auteur ; Somer L. BISHOP, Auteur
Article en page(s) :	p.3557-3566
Langues :	Anglais (eng)
Mots-clés :	Victimization  ASD  School  Bullying
Index. décimale :	PER Périodiques
Résumé :	The majority of adolescents with ASD spend a significant amount of the school day in general education settings; yet, many of these students exhibit problems at school. The current manuscript examined whether specific types of peer victimization were associated with a range of educational outcomes. Participants from study 1 included parents of 1221 adolescents from the Interactive Autism Network. Study 2 included 54 adolescent males and one of their parents that were recruited from a clinic registry. Both studies found that all types of victimization were associated with educational outcomes. These findings indicate that, in addition to improving overall well-being of students with ASD, reducing peer victimization could have positive effects on educational performance of these students.
En ligne :	http://dx.doi.org/10.1007/s10803-016-2893-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

[article] Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Ryan E. ADAMS, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amie DUNCAN, Auteur ; Somer L. BISHOP, Auteur . - p.3557-3566.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3557-3566

Mots-clés :	Victimization  ASD  School  Bullying
Index. décimale :	PER Périodiques
Résumé :	The majority of adolescents with ASD spend a significant amount of the school day in general education settings; yet, many of these students exhibit problems at school. The current manuscript examined whether specific types of peer victimization were associated with a range of educational outcomes. Participants from study 1 included parents of 1221 adolescents from the Interactive Autism Network. Study 2 included 54 adolescent males and one of their parents that were recruited from a clinic registry. Both studies found that all types of victimization were associated with educational outcomes. These findings indicate that, in addition to improving overall well-being of students with ASD, reducing peer victimization could have positive effects on educational performance of these students.
En ligne :	http://dx.doi.org/10.1007/s10803-016-2893-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294