Perceptions of Peer Rejection Among Adolescents with ASD: Comparing Adolescent, Parent, and Teacher Reports

Background:

Adolescents with Autism Spectrum Disorders (ASD) often lack the ability to perceive their social deficits accurately, and due to their poor social skills and limited understanding of social cues, it is difficult to discern whether adolescents with ASD recognize peer rejection when it is directed toward them. Consequently, there is often a discrepancy between how teens with ASD perceive their peer relationships and experiences of peer rejection and how others perceive them (Kasari & Rotheram-Fuller, 2007). According to the National Center for Educational Statistics, 28% of adolescents reported being the victims of bullying within a six-month period. This number nearly doubles for adolescents with special needs. Houndoumadi and Pateraki (2001) found that parents of victims may be more aware of bullying rates as victim participants noted that they told their parents about these incidents 42.4% more frequently than their teachers. While much of the current research examines perceptions of peer rejection amongst peers, teachers and self, studies rarely include parent perceptions of adolescent peer rejection.

Objectives:

This study seeks to examine the relationship between adolescent self-perception of peer rejection among teens with ASD in comparison to parent and teacher perceptions. Correlations between adolescent, parent and teacher perceptions of peer rejection on two standardized measures were investigated.

Methods:  

79 adolescents with ASD ranging from 11-18 years of age (M = 13.79; SD = 1.69), 91 parents, and 27 teachers participated in the study. Participants completed the Social Skills Improvement Scale (SSIS; Gresham & Elliot, 2008) and the Olweus Bullying Questionnaire (OBQ; Olweus, 1996). Findings from the SSIS Bullying Subscale and a specific question from the OBQ that directly inquires about how many times the adolescent has been bullied were examined to assess perceptions of peer rejection. 

Results:  

Pearson correlations were conducted to determine whether correlations exist between adolescent self-perceived peer rejection, and parent and teacher perceptions of adolescents’ peer rejection. Results were significantly correlated on the SSIS Bullying Subscale and OBQ bullying question for the adolescent and parent (r = .268; p < .05; r = .670; p < .01, respectively). Parent and teacher perceptions were also significantly correlated on the OBQ question that inquires how many times the participant had been bullied (r= .482; p <.05). 

Conclusions:  

Results reveal that adolescents with ASD and their parents are in agreement with how they perceive the adolescent’s level of peer rejection on the SSIS and OBQ; however, parents and teachers were only in agreement on the degree to which the adolescents experienced peer rejection on the OBQ, but not the SSIS. Differences in parent and teacher perceptions of bullying may be due to teacher’s reduced contact with students throughout the school day, as is typical in middle and high school. Thus, teachers may be less aware of bullying occurrences since these interactions may take place out of their sight. This study highlights the need for better communication between parents, teachers, and teens with regard to issues of bullying and peer rejection among adolescents with ASD.