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26-08-2016 | Original Paper | Uitgave 11/2016

Journal of Autism and Developmental Disorders 11/2016

Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD)

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 11/2016
Auteurs:
Ryan Adams, Julie Taylor, Amie Duncan, Somer Bishop
Belangrijke opmerkingen
The original version of this article was revised: In the original publication, the asterisks (***) were incorrectly added in the body of the Tables 2, 3 and 4. The single, double and triple asterisks were inadvertently replaced with triple asterisks during the production process. This has been corrected in this version.
An erratum to this article can be found at http://​dx.​doi.​org/​10.​1007/​s10803-016-2931-1.

Abstract

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.

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