Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	McClemont, Abbey J.; Morton, Hannah E.; Gillis, Jennifer M.; Romanczyk, Raymond G.
Titel	Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 5, S.1781-1788 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McClemont, Abbey J.) ORCID (Morton, Hannah E.) ORCID (Gillis, Jennifer M.) ORCID (Romanczyk, Raymond G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04640-y
Schlagwörter	Predictor Variables; Attendance; Autism; Pervasive Developmental Disorders; Bullying; Victims; At Risk Students; Identification; Behavior Problems; Stress Variables; Children + Suchen Sie Ihr Suchwort? Prädiktor; Anwesenheit; Autismus; Mobbing; Victim; Opfer; Identifikation; Identifizierung; Child; Kind; Kinder
Abstract	Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD + ADHD, other diagnoses, or no diagnosis. Children with ASD + ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01