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Jennifer Rountree, Program Specialist

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Impact on Multiple Levels

Prevalence

Characteristics & Challenges

Strategies to Support

Resources

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Participants will:

• Learn the impact of bullying on the social/emotional, behavioral and academic growth of individuals with autism

• Understand what makes individuals with autism vulnerable to involvement in bullying situations

• Walk away with strategies to help support individuals with autism better understand bullying and their role

• Gain resources to share with staff, students and families

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• Anxiety

• Depression

• Fear

• Feelings of being an outcast

• Loneliness

• Bias toward misinterpreting social situations to be more negative

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• Exhibits changes in behavior • Becoming withdrawn

• Becoming aggressive

• Increased crying or yelling

• Protesting participation in events

• Retaliation Behaviors

• Inappropriate Responses

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• Frequent absences • Missed class time and instruction

• Lack of focus during instruction

• Lack of class participation

• Disinterest in completing • classwork

• group work

• homework

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• Studies show occurrence is at least 4 times greater than with nondisabled population

• Studies show 26% or more as the “bully”

• Studies vary on rate of being “bullied” from 30% to as high as 75%

• How it’s being reported?

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• Deficits in communication

• Deficits in social skills (making and maintaining friendships)

• Restricted behaviors, interest or routines

• Limitations related to:

• Theory of Mind (ToM)

• Executive Functioning (EF)

• Central Coherence

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• Less socially competent (difficulty with typical social interactions, reading and interpreting social cues)

• Fewer Friendships (social relationships)

• Lack strong peer group support

• Deficits in understanding the behavior of others

• Banter and Sarcasm

• Bullying and Non-Bullying Behavior

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• Variability of skills based on where the individual falls on the autism spectrum

• Existing comorbid conditions (i.e. ADHD, SLD or ID)

• Peer responses often differ based on:

• general education vs. special education placement

• cognitive levels

• visibility of disability

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Focus on skill development for individuals with ASD to help with:

• Understanding what is and is not bullying • Understanding the mental states of others

(ToM) • Understanding how to respond to bullying • Increasing social awareness & overall social

cognition • Improving social interactions and building

relationships with others • Altering perceptions regarding bullying

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• Creating a Positive School Climate

• Improving Staff Awareness

• Improving Student/Peer Awareness

• Using Peer Buddies/Role Models

• Creating Positive Social Activities/ Groups that promote acceptance

• Improving Parent Involvement

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Autism Series:

• 3/10 – Overview and EBPS

• 3/17 – Visual Supports

• 3/24 – Prompting & Reinforcement

• 4/14 – Self-Management

• 4/21 – Social Narratives

• 4/28 – Video Modeling

• 5/5 – Accessing CCSS

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