Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students / K. M. STOCKWELL in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364 Titre : Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : K. M. STOCKWELL, Auteur ; S. BOTTINI, Auteur ; V. K. JASWAL, Auteur ; J. M. GILLIS, Auteur Article en page(s) : p.3356-3364 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Social Behavior  Stereotyping  Students  Autism  Circumscribed interests  College students  Special interests  Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students [Texte imprimé et/ou numérique] / K. M. STOCKWELL, Auteur ; S. BOTTINI, Auteur ; V. K. JASWAL, Auteur ; J. M. GILLIS, Auteur . - p.3356-3364. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Social Behavior  Stereotyping  Students  Autism  Circumscribed interests  College students  Special interests  Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors / H. E. MORTON in Autism, 23-7 (October 2019)  

Public ISBD [article]  inAutism > 23-7 (October 2019) . - p.1853-1864 Titre : Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors Type de document : Texte imprimé et/ou numérique Auteurs : H. E. MORTON, Auteur ; J. M. GILLIS, Auteur ; R. E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1853-1864 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  bullying  methodology  parents  teachers  victimization  vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors [Texte imprimé et/ou numérique] / H. E. MORTON, Auteur ; J. M. GILLIS, Auteur ; R. E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1853-1864. Langues : Anglais (eng) in Autism > 23-7 (October 2019) . - p.1853-1864 Mots-clés : assessment  autism spectrum disorders  bullying  methodology  parents  teachers  victimization  vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

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