Bullying in Children with Autism Spectrum Disorder Integrated and Non-Integrated
Keywords:
bullying, autism disorder
Abstract
In light of the wide-ranging negative repercussions of bullying behavior in children, and the presence of increasing evidence that children with autism diagnosed according to the Fifth Statistical Manual of Disorders DSM-5 are more exposed to or involved in bullying behaviors compared to those with other developmental disorders and normal people, and despite this risk, there is a need To explore the differences between children with integrated, non-integrated and normal autism disorder in bullying behavior, the study aimed to determine the nature of the differences between children with integrated, non-integrated and normal autism disorder as victims or actors in the phenomenon of bullying, and the study was conducted on a sample of (93) children in the city of Hail , , between the ages of 5-12 years; Of these, 31 are non-autistic, 31 are children with autism who are not integrated, and 31 are children with autism who are integrated.The scale of victimization and perpetration of bullying was applied. The validity and reliability of the scale was verified for children with autistic disorder and normal, and the results indicated that the level of exposure to bullying and the perpetration of bullying behavior in both groups of children with integrated and non-integrated autism disorder was higher than that of children with normal development, and the integration of children with autism disorder in regular schools had negative effects on the level Being bullied (the victim) and committing bullying behavior. Where the level of exposure to bullying and the perpetration of bullying behavior among children with integrated autism disorder was higher than that of children with non-integrated autism disorder, and normal, and the study explains its results by: Participation in bullying as an aggressive or adaptive response.
References
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3. الحويطي، محمد مثري عايد. (2017). مدى معرفة الطلبة المعلمين بسلوك التنمر تجاه الطلبة ذوي الإعاقة في مدارس الدمج. المجلة السعودية للتربية الخاصة،3(1)، 135-155.
4. الدهان، منى حسن. (2017). دراسة التنمر لدى كل من الأطفال العاديين والأطفال المعاقين سمعيا والأطفال المعاقين عقليا: دراسة ميدانية. علم النفس،30(115)، 87-108.
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6. المعيقل، إبراهيم بن عبدالعزيز، و العتيبي، بندر عبدالعزيز. (2017). التنمر لدى التلاميذ ذوي الإعاقة الفكرية وعلاقته بالمشكلات الصفية لدى أقرانهم كما يدركها معلموهم. مجلة التربية الخاصة والتأهيل،21، 24-51.
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8. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
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10. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
11. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. doi:10.3991/ijim.v13i08.10725
12. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
13. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
14. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
15. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. doi:https://doi.org/10.3390/su15021305
16. Alves, P., & Carmo, M. (2015). Autism Spectrum Disorder and Bullying, Case Report. European Psychiatry, 30(S1), 1-1.
17. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
18. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
19. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
20. Bitsika, V., & Sharpley, C. F. (2014). Understanding, experiences, and reactions to bullying experiences in boys with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26(6), 747-761.
21. Chen, P. Y., & Schwartz, I. S. (2012). Bullying and victimization experiences of students with autism spectrum disorders in elementary schools. Focus on Autism and Other Developmental Disabilities, 27(4), 200-212.
22. Cook, A. H. (2020). Friendship, bullying and the impact of inclusion on attitudes towards children with autism (Doctoral dissertation, University of Surrey).
23. Cook, A., Ogden, J., & Winstone, N. (2020). The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group. Autism, 24(8), 2178-2189.
24. ÇULHAOĞLU, Ö., & AKMANOĞLU, N. (2022). Peer Bullying Experienced by Children with Autism Spectrum Disorder: A Systematic Review. Cukurova University Faculty of Education Journal, 51(2), 1315-1358.
25. Eroglu, M., & Kilic, B. G. (2020). Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey. Research in Autism Spectrum Disorders, 75, 101572.
26. Fink, E., Deighton, J., Humphrey, N., & Wolpert, M. (2015). Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale. Research in developmental disabilities, 36, 611-619.
27. Flowers, J., Lantz, J., Hamlin, T., & Simeonsson, R. J. (2020). Associated factors of self-injury among adolescents with autism spectrum disorder in a community and residential treatment setting. Journal of autism and developmental disorders, 50(8), 2987-3004.
28. Forrest, D. L., Kroeger, R. A., & Stroope, S. (2020). Autism spectrum disorder symptoms and bullying victimization among children with autism in the United States. Journal of autism and developmental disorders, 50(2), 560-571.
29. Hebron, J., & Humphrey, N. (2014). Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors. Autism, 18(6), 618-630.
30. Hebron, J., Humphrey, N., & Oldfield, J. (2015). Vulnerability to bullying of children with autism spectrum conditions in mainstream education: a multi‐informant qualitative exploration. Journal of Research in Special Educational Needs, 15(3), 185-193.
31. Hebron, J., Oldfield, J., & Humphrey, N. (2017). Cumulative risk effects in the bullying of children and young people with autism spectrum conditions. Autism, 21(3), 291-300.
32. Holmquist, J. (2011). Use Positive Strategies to Protect Your Child with a Disability from Bullying. Exceptional Parent, 41(12), 32-34.
33. Hsiao, M. N., Tai, Y. M., Wu, Y. Y., Tsai, W. C., Chiu, Y. N., & Gau, S. S. F. (2022). Psychopathologies mediate the link between autism spectrum disorder and bullying involvement: a follow-up study. Journal of the Formosan Medical Association, 121(9), 1739-1747
34. Humphrey, G., & Crisp, B. R. (2008). Bullying affects us too: Parental responses to bullying at kindergarten. Australasian Journal of Early Childhood, 33(1), 45-49.
35. Humphrey, N., & Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: A ‘state of the field’review. International Journal of Inclusive Education, 19(8), 845-862.
36. Humphrey, N., & Symes, W. (2010). Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: A qualitative study. Journal of research in special educational needs, 10(2), 82-90.
37. Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H., & Poskiparta, E. (2002). Learning difficulties, social intelligence, and self–concept: Connections to bully–victim problems. Scandinavian journal of psychology, 43(3), 269-278.
38. Lai, W., Li, W., Guo, L., Wang, W., Xu, K., Dou, Q., ... & Lu, C. (2022). Association between bullying victimization, coping style, and mental health problems among Chinese adolescents. Journal of Affective Disorders,324, 379-386.
39. Lebrun-Harris, L. A., Sherman, L. J., Limber, S. P., Miller, B. D., & Edgerton, E. A. (2019). Bullying victimization and perpetration among US children and adolescents: 2016 National Survey of Children’s Health. Journal of Child and Family Studies, 28(9), 2543-2557.
40. Manoli, A., Wright, L. C., Shakoor, S., Fisher, H. L., & Hosang, G. M. (2022). The association between childhood bullying victimisation and childhood maltreatment with the clinical expression of bipolar disorder. Journal of Psychiatric Research, 158, 226-230.
41. Matthias, C., LaVelle, J. M., Johnson, D. R., Wu, Y. C., & Thurlow, M. L. (2021). Exploring predictors of bullying and victimization of students with autism spectrum disorder (ASD): findings from NLTS 2012. Journal of autism and developmental disorders, 51(12), 4632-4643.
42. Maxfield, T., Park, E. Y., & Blair, K. S. C. (2022). Synthesis of bullying interventions for individuals with disabilities: A meta-analysis. Journal of Behavioral Education,31, 1-26.
43. McEvoy, M. A., Estrem, T., Rodriguez, M. C., & Olson, M. (2003). Assessing relational and physical aggression among preschool children: Intermethod agreement. Topics in Early Childhood Special Education, 23(2), 53–63.
44. Morton, H. E., Gillis, J. M., Mattson, R. E., & Romanczyk, R. G. (2019). Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors. Autism, 23(7), 1853-1864.
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Published
2023-06-23
How to Cite
Nasser Saud Al-Anzi. (2023). Bullying in Children with Autism Spectrum Disorder Integrated and Non-Integrated. Journal of Arts, Literature, Humanities and Social Sciences, (92), 179-194. https://doi.org/10.33193/JALHSS.92.2023.845
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Section
المقالات
