[article]
| Titre : |
Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) |
| Type de document : |
texte imprimé |
| 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 |
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3557-3566
[article] Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) [texte imprimé] / 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 |
|  |
Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
