Familiarity breeds support: Speech-language pathologists' perceptions of bullying of students with autism spectrum disorders

Gordon W. Blood, Ingrid M. Blood, Amy D. Coniglio, Erinn H. Finke, Michael Boyle

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in " likely" or " very likely" to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled " Report/Consult" , " Educate the Victim" , and Reassure the Victim" SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD.Learning outcomes: Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized.

Original languageEnglish
Pages (from-to)169-180
Number of pages12
JournalJournal of Communication Disorders
Volume46
Issue number2
DOIs
StatePublished - 1 Mar 2013

Fingerprint

Bullying
autism
Language
exclusion
Students
language
student
school
personnel
Autism Spectrum Disorder
Pathologists
Recognition (Psychology)
Crime Victims
victimization
factor analysis
Statistical Factor Analysis
Learning

Keywords

  • Autism spectrum disorders
  • Bullying
  • Intervention
  • Perceptions
  • Speech-language pathologists

Cite this

Blood, Gordon W. ; Blood, Ingrid M. ; Coniglio, Amy D. ; Finke, Erinn H. ; Boyle, Michael. / Familiarity breeds support : Speech-language pathologists' perceptions of bullying of students with autism spectrum disorders. In: Journal of Communication Disorders. 2013 ; Vol. 46, No. 2. pp. 169-180.
@article{bc717bf6e869476bb364d0a66655ab5f,
title = "Familiarity breeds support: Speech-language pathologists' perceptions of bullying of students with autism spectrum disorders",
abstract = "Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89{\%}) responses were in {"} likely{"} or {"} very likely{"} to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled {"} Report/Consult{"} , {"} Educate the Victim{"} , and Reassure the Victim{"} SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD.Learning outcomes: Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized.",
keywords = "Autism spectrum disorders, Bullying, Intervention, Perceptions, Speech-language pathologists",
author = "Blood, {Gordon W.} and Blood, {Ingrid M.} and Coniglio, {Amy D.} and Finke, {Erinn H.} and Michael Boyle",
year = "2013",
month = "3",
day = "1",
doi = "10.1016/j.jcomdis.2013.01.002",
language = "English",
volume = "46",
pages = "169--180",
journal = "Journal of Communication Disorders",
issn = "0021-9924",
publisher = "Elsevier Inc.",
number = "2",

}

Familiarity breeds support : Speech-language pathologists' perceptions of bullying of students with autism spectrum disorders. / Blood, Gordon W.; Blood, Ingrid M.; Coniglio, Amy D.; Finke, Erinn H.; Boyle, Michael.

In: Journal of Communication Disorders, Vol. 46, No. 2, 01.03.2013, p. 169-180.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Familiarity breeds support

T2 - Speech-language pathologists' perceptions of bullying of students with autism spectrum disorders

AU - Blood, Gordon W.

AU - Blood, Ingrid M.

AU - Coniglio, Amy D.

AU - Finke, Erinn H.

AU - Boyle, Michael

PY - 2013/3/1

Y1 - 2013/3/1

N2 - Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in " likely" or " very likely" to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled " Report/Consult" , " Educate the Victim" , and Reassure the Victim" SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD.Learning outcomes: Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized.

AB - Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in " likely" or " very likely" to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled " Report/Consult" , " Educate the Victim" , and Reassure the Victim" SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD.Learning outcomes: Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized.

KW - Autism spectrum disorders

KW - Bullying

KW - Intervention

KW - Perceptions

KW - Speech-language pathologists

UR - http://www.scopus.com/inward/record.url?scp=84877000335&partnerID=8YFLogxK

U2 - 10.1016/j.jcomdis.2013.01.002

DO - 10.1016/j.jcomdis.2013.01.002

M3 - Article

C2 - 23497960

AN - SCOPUS:84877000335

VL - 46

SP - 169

EP - 180

JO - Journal of Communication Disorders

JF - Journal of Communication Disorders

SN - 0021-9924

IS - 2

ER -