The Problem of Bullying: Parent, Teacher, and Layperson Perceptions

Background: Bullying is a common problem in school-age children, and children with Autism Spectrum Disorder (ASD) are victims of bullying more frequently than their typically-developing peers (Kloosterman, Kelley, Craig, Parker, & Javier, 2013; Zeedyk, Rodriguez, Tipton, Baker, & Blacher, 2014). Although bullying and victimization behaviors have been examined in children with ASD, definitions vary across studies (e.g., Bitsika & Sharpley, 2014; Cappadocia, Weiss, & Pepler, 2012). As there is no precise definition of bullying or list of criteria for its occurrence (Humphrey & Hebron, 2015), perception and understanding of bullying may vary widely in the population. Conceptualization differences contribute to discrepancies in the literature regarding prevalence estimates and variables associated with bullying and victimization experiences (Humphrey & Hebron, 2015).

Objectives: This study aims to establish a more comprehensive understanding of bullying perceptions by identifying scenarios that exemplify this behavior, and characterizing them according to different types of bullying (e.g., physical, verbal, interpersonal, cyber). Additionally, this project seeks to identify differences in perceptions across types of bullying and ages of children experiencing bullying. Finally, this study aims to compare severity ratings for and identification accuracy of bullying scenarios by parents of children with ASD, service providers for children with special needs, and laypersons.

Methods: This study presents written vignette scenarios in an online survey format that describe various bullying and victimization interactions, and non-examples, between two school-age children (i.e., 4-15 years old). Participants include parents of children with ASD, service providers for children with special needs and laypersons (e.g., undergraduate college students).

Results: Data collection is ongoing; preliminary results from laypersons (N=313) indicate that respondents are able to discriminate between bullying and non-bullying examples (t(312)=67.15, p<.001), and vary significantly in their severity ratings of different types of bullying presented in the vignettes (Physical > Cyber > Interpersonal > Verbal; F(2.92,911.14)=120.67, p<.001). Respondents are frequently able to correctly identify the presence of bullying (M=73.96% accuracy, SD=12.44%), and vary in their accuracy of identifying types of bullying (Cyber > Verbal = Physical > Interpersonal; F(2.58,705.52)=23.53, p<.001). Finally, respondents rate bullying behavior more severely in older children in comparison to younger children (4-6yrs < 7-9yrs < 10-12yrs < 13-15yrs; F(2.92,875.56)=30.217, p<.001). Additional planned analyses include comparison of severity ratings and accuracy of responses by participant group. Completion of data collection is anticipated by December 2016.

Conclusions: The broad abilities of participants to distinguish between examples of bullying and non-bullying, and also to accurately identify the presence of bullying are promising for implementation of interventions. However, variation in accuracy in identifying, and severity perceptions of, different types of bullying highlight the need for precision in assessment because it informs intervention for bullying in school-age children with ASD. Additionally, bullying behavior may be overlooked, especially in very young children. Further conclusions may be drawn according to hypothesized group-level differences, especially regarding perceptions of caregivers and service providers for children with ASD.