Ph.D. (Doctor of Philosophy)
Department of Psychology
Children and adolescents with autism spectrum disorder (ASD) are at an increased risk of involvement in bully participant behaviors, particularly as victims. Engagement in bully participant behaviors has been associated with a variety of poor academic, behavioral, and emotional outcomes for individuals with ASD. The current investigated the rates of involvement in bully participant behaviors engagement for youth with ASD. Additionally, the associations between social emotional competence and reported rates of bully participant behaviors were examined to determine if ratings of SEL competence by adults could be utilized to assess who is at risk of involvement in bullying without directly assessing bullying behaviors. This study included 44 triads of parents, teachers, and children (N = 132). Each participant completed the parent, teacher, or child version of the Bullying Participant Behavior Questionnaire and the Social Skills Improvement System Social-Emotional Learning, Brief Edition. Detailed descriptive data was utilized to examine the reported raters of the five bully participant behaviors (Bully, Assistant, Victim, Defender, Outsider) across raters. Cohen’s weighted kappa was utilized to examine the level of agreement between adult reporters (i.e., parents and teachers) and children. Regressions analyses examined the associations between adult-reported social emotional competence and self-reported rates of bully participant behaviors.
Rodriguez-Harris, Dashae, "Assessing Engagement in Bully Participant Behaviors for Children and adolescents with autism Spectrum Disorder" (2023). Graduate Research Theses & Dissertations. 7350.
Northern Illinois University
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