Bullying and Autism Spectrum Disorder: Teacher Perspectives and the Role of the Speech-Language Pathologist

Autor/inn/en	Plumb, Allison M.; Moates, Ashley E.; Piazza, Lindsey I.; Mauldin, Erin Ofe
Titel	Bullying and Autism Spectrum Disorder: Teacher Perspectives and the Role of the Speech-Language Pathologist
Quelle	In: Perspectives of the ASHA Special Interest Groups, 7 (2022) 6, S.2088-2103 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plumb, Allison M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Bullying; Autism Spectrum Disorders; Students with Disabilities; Allied Health Personnel; Speech Language Pathology; Role; Teacher Attitudes; Special Education Teachers; Elementary Schools; Middle Schools; High Schools; Interpersonal Communication; Communication Skills; Teacher Role; Alabama; Mississippi; New Jersey; Maine; Nebraska; Wyoming + Suchen Sie Ihr Suchwort? Mobbing; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rollen; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Interpersonale Kommunikation; Kommunikationsstil; Lehrerrolle
Abstract	Purpose: The purpose of this study was to investigate teachers' perceptions of bullying of students with autism spectrum disorder (ASD) and their views of the speech-language pathologist (SLP) as a source of support regarding bullying management. Method: A web-based survey was created and distributed through e-mail and Facebook. One hundred twenty-six general and special education teachers completed the survey. The majority of teachers indicated teaching elementary grades (n = 81, 64%). The remainder indicated teaching middle school, high school, or specialized school. The teachers' experience ranged from less than 1 year to greater than 10 years. All teachers reported teaching at least one student with ASD within the past 5 years. Results: The majority of participants acknowledged bullying of children with ASD as a problem and witnessed bullying at their schools. Teachers were least likely to select SLPs as school professionals who could play a valuable role in the management of bullying. Conclusions: SLPs' training in social communication places them in a unique position to contribute to bullying management. School-based SLPs should therefore educate school personnel on the unique and necessary role they can play to help foster a safe and inclusive school culture for students with disabilities, including those with ASD. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01