Compiled by Brizida Vinjau, MSc, BCBA, Sunbul Rai, MSc, BCBA, Renee Wozniak, PhD, BCBA-D, and Rachel L. Liebert, JD
Association for Science in Autism Treatment 

bullying and children with autism

Bullying is an unfortunate reality for many individuals with (and without) autism spectrum disorder (ASD). It can occur in schools and workplaces, on playgrounds and school buses, as well as in cyberspace such as on social media or via text messages. Its effects on people who experience it, whether they have a diagnosis, can be detrimental, often resulting in low self-esteem and mental health difficulties (Cappadocia, Weiss, & Peppler, 2012). Bullying can also lead to later development of psychopathology in both victims and bullies (Copeland, Wolke, Angold, & Costello, 2013; Kim, Leventhal, Koh, & Boyce, 2009).

A recent meta-analysis by Park et al., (2020) on bullying involvement (including victimization, perpetration, perpetration-victimization) shows that individuals with ASD are at a higher risk of bullying victimization than both their typically developing peers and peers with other diagnoses. They found that victimization in individuals with ASD most often takes the form of verbal bullying (58%), followed by relational (e.g., excluding from social interaction; 36%), physical (30%), and cyber-victimization (15%). Although over the last few years cyber-victimization has not been reported as the highest form of bullying experienced by individuals with ASD, the recent increase in virtual services and reliance of electronics for social interaction may lead to an increase in this type of bullying victimization over time. In order to protect individuals, particularly those vulnerable to bullying such as individuals with ASD, cyber-bullying is an area that needs our ongoing attention now and in the future.

Park et al. (2020) provided insight into several risk factors associated with the higher rates of bullying in the ASD population, including:

    • difficulties of individuals with ASD in forming and keeping peer relationships;
    • lack of skills in individuals with ASD to deal with peer conflict effectively;
    • sensory defensiveness and sensory differences;
    • insistence on sameness as well as restrictive and repetitive behavior;
    • lack of awareness and education on ASD and the challenges faced by individuals with ASD;
    • power imbalance among individuals with ASD and their typically developing peers; and
    • simply exposing a student with ASD to an inclusive setting without implementing the needed resources and preparation such as a clear plan to teach acquisition of social skills, conflict resolution and the development of peer relationships.

In addition, Park et al., suggest several considerations for policy makers, school boards, and service providers to effectively address and prevent bullying (including victimization, perpetration, perpetration-victimization) from occurring. These considerations include:

    • employing strategies to reduce power imbalances among students with ASD and their typically developing peers, especially in inclusive settings;
    • implementation of peer-mediated interventions against bullying on an ongoing basis;
    • increasing disability awareness for peers, families, teachers, as well as other school staff;
    • disciplinary systems and policies for bullying behavior with clear rules and expectations;
    • more supervision at lunch and recess for at-risk students; and
    • school-wide bullying prevention education on an ongoing basis.

This list of annotated resources has been selected to serve as a helpful reference for clinicians, educators, and individuals with ASD as well as their families. Included are resources that provide realistic strategies around both preventing and addressing bullying. Although we encourage readers to review all the resources, we have separated them below into three sections: Resources for parents and educators of students with ASD, resources for children and teenagers, and resources for all (not specific to ASD). We hope that this information will support informed decisions and strategies, as well as assist you in taking a strong stand against bullying.

Resources for Parents and Educators of Students with ASD

National Autism Association (2016). Bullying Prevention #OddToo – The National Autism Association (NAA, 2016) provides a brief and practical resource to identify and address bullying and ways to promote awareness at school. This resource also features a link to Benjamin Giroux’s poem entitled, “I Am Odd, I Am New” and invites the reader to be a part of the #OddToo movement in an effort to raise awareness about bullying and the fact that being different is not being less.

The Autism Community in Action (TACA; 2021). Autism and Bullying – TACA offers a comprehensive list of resources that are easy to access and understand including areas related to autism outside of bullying such as family resources, webinars, and general information on the autism diagnosis. With respect to bullying, this resource features:

    • definition of bullying along with a visual representation of bullying poster;
    • signs of bullying;
    • related laws and school involvement;
    • reporting and resolving bullying at school; and
    • prevention and education information for parents, IEP team, and school district.

The Autism Society of North Carolina (2014). Bullying: The Signs, Ways to Prevent it, and How to Stop it – This toolkit developed by the Autism Society of North Carolina, offers information on bullying in children with ASD and is aimed at helping parents and educators/professionals that work with children with ASD learn how to recognize signs of bullying, how to prevent it, and what to do to stop bullying. Toolkit sections include:

    • support for parents;
    • support for schools;
    • prevention tips; and
    • additional resources.

AbilityPath.org: Support for Parents of Children with Special Needs (2014). Bullying – AbilityPath.org provides many bullying resources on its website and one of its highlights is the comprehensive report on bullying which focuses on supporting parents of children with special needs. The report is entitled “Walk a Mile in Their Shoes: Bullying and the Child with Special Needs” and emphasizes the “silent epidemic” of bullying that children with special needs face on a daily basis. It has several sections, which include:

    • an overview of the report;
    • testimonials from parents and children;
    • why children with special needs are often targets for bullying;
    • statistics;
    • signs of being bullied;
    • cyber bullying,
    • how to find and use teachable moments in the classroom;
    • addressing bullying in the IEP;
    • knowing the law as it relates to bullying;
    • learning from parents of children with special needs;
    • a review of anti-bully programs; and
    • a call to action.

Furthermore, the document itself contains several resources to help the reader identify signs of bullying and highlights proactive steps that can be taken to protect a child with special needs. The information is also geared towards cyberbullying. For example, one of the parent toolkits stresses the importance of protecting a child with special needs by teaching the child not to reveal personal information online, limiting online time, and reviewing security settings on the computer. “Walk a Mile in Their Shoes: Bullying and the Child with Special Needs” promotes awareness, provides resources on bullying and its impact, and may be useful for parents, caregivers, teachers, administrators, and other professionals working with children with special needs.

CAR Autism Roadmap (2020). What to do if Your Child is Involved in a Bullying Situation – This brief article offers advice for parents of children with ASD involved in a bullying situation, whether they are bullied or are the one accused of bullying other children. At the bottom of the article, you will find links to other articles, such as cyberbullying and friendships in teenagers with ASD.

Autism Speaks (2015). Combating Bullying – This resource is a compilation of information about bullying as it relates to individuals with ASD. Several links are provided including, Interactive Autism Network’s (IAN) study on bullying experiences of children on the autism spectrum, a Special Needs Anti-Bullying Toolkit, a personalized teaching story, “Handling Bullying,” a link to the Special Needs Toolkit, and “7 Steps to Take a Stand Against Bullying,” The compilation addresses bullying of individuals with ASD and includes information on bullying in schools, cyberbullying, and more. Information may be useful for parents, caregivers, educators, school administrators, individuals with ASD, and peers/friends of individuals with ASD.

Autism Intervention Research Network on Behavioral Health (2013). Remaking Recess–The Autism Intervention Research Network on Behavioral Health provides access to a booklet on a social skills intervention called “Remaking Recess” for use in the school setting. The booklet provides a treatment overview (helping children with ASD learn to engage with peers in the school setting) and a summary of Playground Engagement States (solitary, onlooker, parallel, parallel aware, joint engagement, games with rules) followed by specific strategies that can be implemented at recess time. Intervention strategies are included for a variety of situations, including:

    • transitioning to an engaging activity and setting up;
    • providing popular developmentally appropriate games and activities;
    • in-vivo social skills instruction;
    • facilitating peer conversations;
    • playing games;
    • sustaining engagement;
    • fading out of an activity; and
    • a quick guide to boosting peer engagement.

One of the main purposes of the intervention is to prevent bullying by aiming to improve the social inclusion of elementary-aged children with ASD through facilitated interactions with peers. This is consistent with the trend over the last few decades to address challenging behavior through skill building. “Remaking Recess” may be useful for individuals in educational settings who wish to take proactive steps to reduce bullying and increase positive peer interactions.

U.S. Department of Health & Human Services (2018). Bullying and Youth with Disabilities and Special Health Needs – This subsection of the stopbullying.gov website, focuses on youth with developmental and physical disabilities, as well as special health needs such as allergies and epilepsy. Children in these groups may be at an increased risk of being bullied or bullying others. This website raises awareness around creating a safe environment at school for children with disabilities as well as children with special health needs. Teachers, parents, and students can find information about the perceived differences of individuals with disabilities (e.g., cerebral palsy, epilepsy, brain injury) and how their disability impacts their everyday life. In addition, strategies that can be used to help prevent and address bullying are provided (e.g., creating a buddy system, rewarding kind and inclusive behavior, educating peers about the impact of disabilities and special health needs). Lastly, teachers and parents can find several examples of school settings that have successfully implemented a peer support system and peer-to-peer learning to help prevent and address bullying in the classroom. This resource is also provided in Spanish.

Lake Ridge Community Support Services (2020). 3 Reasons kids on the autism spectrum may be more susceptible to bullying and what you can do about it – This article outlines a quick guide for parents and educators of children on the autism spectrum for identifying bullying situations and addressing them.

Resources for Children and Teenagers

Pacer’s National Bullying Prevention Center (2015). The End of Bullying Begins with You –Pacer’s National Bullying Prevention Center’s website was developed for children and teenagers to be part of a social cause to end bullying. It includes a section dedicated to students with disabilities with legal information and template letters for parents to send to their child’s school to serve as notification of a bullying situation and a written record of having done so. The website also directs children and teenagers to other helpful resources including KidsAgainstBullying.org and TeensAgainstBullying.org. Ample information is provided about National Bullying Prevention Month (October) including a brief history, opportunities to register for events, key points to make should you wish to give a presentation, ways to show your support, and directions to request a governor’s proclamation. Cyberbullying resources are available, along with information for what students can do to advocate for themselves and their peers who may be experiencing bullying. While this is a great resource for children and teenagers, there are several educator resources available including IEP and classroom activity resources. Also featured are adult and community toolkits. This website may be useful for children and teenagers who want to make a difference and provides tangible resources to reduce bullying as well as for teachers, adults and communities who support individuals with ASD. Resources are also available in Spanish.

Cincinnati Children’s Hospital Medical Center. Girl’s Guide to End Bullying – Developed by Dr. Ryan Adams at the Cincinnati Children’s Hospital, the Girl’s Guide to End Bullying includes a step-by-step guide in understanding and defining the different types of bullying, recognizing when it is happening to you or your friends, what do to if you see if happening to someone else, what to do if it happens to you, and a section for educators on preparing lesson plans for each of the areas mentioned in the guide.

Resources for All 

National School Climate Center (2015). Educating Minds and Hearts… Because the Three R’s are Not Enough – The National School Climate Center is an organization that utilizes relevant research to establish and distribute guidelines to encourage acceptance and safety in schools. The Center offers professional development programs for educators, parents, and after-school supervisors to better understand and promote children’s social and emotional wellness and communication. Their website offers guidelines to help educators and parents establish and maintain safe, comfortable schools and homes by understanding social and emotional learning.

Committee for Children (2015). Second Step Bullying Prevention Unit – The Committee for Children is a non-profit organization that aims to use education to prevent bullying, child abuse and youth violence. The website includes information on the Second Step Bullying Prevention Unit Program as well as program outcomes. It comprises an article (also available in Spanish) on the role of social-emotional learning (SEL) in bullying prevention efforts and highlights the importance of specific skills taught in SEL programs, which include empathy, emotion management, social problem solving, and social competence. The website suggests that the implementation of the Second Step Bullying Prevention Unit can help empower schools to prevent and reduce bullying. Within the resources section, the National School Climate Centre provides numerous helpful links and articles including free classroom activities, policy and advocacy, and links to episodes of their “Grow Kinder” podcast. It may be useful for professionals and parents alike to help them better understand specific skills that need to be taught to children to help prevent bullying.

The Bully Project (2015). The Bully Project – is a website that aims to act against bullying. It focuses on a documentary about children who were bullied during the 2009-2010 academic year and how their parents supported them and modeled “upstander” rather than “bystander” behavior. The website invites users to share their own stories and host or organize screenings of the film to raise awareness. The site includes tools (including DVDs and toolkits that can be purchased) for students, parents, advocates, and educators, with a resource devoted to individuals with special needs. The tools for educators are also available in Spanish. The “Roadmap to Building a Caring and Respectful School Community” includes work that was produced with the assistance of the Making Caring Common Initiative at the Harvard Graduate School of Education. The website also provides interested individuals a platform in which they can take action by joining or starting a regional anti-bully project initiative. This resource may be useful for those looking to increase awareness and to take steps toward reducing bullying.

Wrightslaw (2019). Bullying & Harassment – This website is a collection of articles and resources for parents, children, and educators on bullying and harassment and how to prevent and address them. Resources include reports, cases and legislation, free publications, children’s articles, a digital app, and books. For example, in the article section, there are links to several relevant articles including “Best Practices in Bullying Prevention” and “Talk with Your Child About Bullying.” Resources on this website may be useful for parents, caregivers, teachers, administrators, and other professionals working with children with special needs.

Bullying Canada: Giving Bullied Kids a Brighter Future (2021). Get Help – This is a resource that includes information for parents and educators about accessing support in Canada. Along with contact information for Bullying Canada’s support team, the reader can find general information about bullying signs and symptoms, effects of bullying, statistics, as well as facts and common myths about bullying.

References:

Cappadocia, M. C., Weiss, J. A., & Pepler, D. (2012). Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(2), 266-277. https://doi.org/10.1007/s10803-011-1241-x

Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419-426. https://doi.org/10.1001/jamapsychiatry.2013.504

Kim, Y. S., Leventhal, B. L., Koh, Y. J., & Boyce, W. T. (2009). Bullying increased suicide risk: Prospective study of Korean adolescents. Archives of Suicide Research: Official Journal of the International Academy for Suicide Research, 13(1), 15-30. https://doi.org/10.1080/13811110802572098

Park, I., Gong, J., Lyons, G. L., Hirota, T., Takahashi, M., Kim, B., Lee, S. Y., Kim, Y. S., Lee, J.,& Leventhal, B. L. (2020). Prevalence of and factors associated with school bullying in students with Autism Spectrum Disorder: A cross-cultural meta-analysis. Yonsei medical journal, 61(11), 909-922. https://doi.org/10.3349/ymj.2020.61.11.909

Citation for Original Article:

Vinjau, B., Rai, S., Wozniak, R. & Liebert, R. L. (2021). An updated list of annotated resources related to bullying prevention. Science in Autism Treatment, 18(10).

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