國立虎尾科技大學 |

Development and Validation of the Assessment of Bullying Experiences Questionnaire : = A Data-Driven Measure for Bullying Assessment in Youth with Autism Spectrum Disorder.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Development and Validation of the Assessment of Bullying Experiences Questionnaire :/
Reminder of title:	A Data-Driven Measure for Bullying Assessment in Youth with Autism Spectrum Disorder.
Author:	Morton, Hannah.
Description:	1 online resource (88 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: B.
Contained By:	Dissertations Abstracts International82-04B.
Subject:	Clinical psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798678159748

Development and Validation of the Assessment of Bullying Experiences Questionnaire : = A Data-Driven Measure for Bullying Assessment in Youth with Autism Spectrum Disorder.
Morton, Hannah.

Development and Validation of the Assessment of Bullying Experiences Questionnaire :A Data-Driven Measure for Bullying Assessment in Youth with Autism Spectrum Disorder. - 1 online resource (88 pages)

Source: Dissertations Abstracts International, Volume: 82-04, Section: B.

Thesis (Ph.D.)--State University of New York at Binghamton, 2021.

Includes bibliographical references

Bullying victimization is a prevalent concern for school-age youth, and associated with negative effects on physical and mental health. Youth with Autism Spectrum Disorder (ASD) experience higher rates of victimization compared to their peers; however, prevalence rates vary widely. Differences in bullying assessment methodologies likely contribute to varied prevalence estimates. The topography of bullying experienced by youth with ASD may also differ from their peers without ASD, adding to imprecise measurement. Currently, there is no bullying assessment measure that meets literature recommendations for use in ASD. Two studies were conducted using data-driven approaches to create and validate an ASD-specific bullying assessment measure. In Study 1, 597 adults with and without ASD relationships (parents, teachers, community members, and undergraduates) indicated the type of bullying described in 80 brief vignettes. Cluster anlyses of these responses identified 52 vignettes that exemplify either verbal, physical, relational, or cyber bullying. In Study 2, the Assessment of Bullying Experiences (ABE) questionnaire was developed with exemplar bullying behaviors from Study 1 and other, ASD-specfic victimization behaviors. Parents of 336 youth (ages 6-17) completed the ABE and symptom questionnaires for ASD and ADHD. Exploratory and Confirmatory Factor Analysis identified a four-factor solution for victimization behaviors, which aligned with verbal, physical, relational, or cyber behaviors. The factor structure for the bullying perpetration items could not be determined. Differential Item Function Analysis indicated the topography of victimization in ASD is unique and often related to characteristic difficulties in this population. Youth with ASD, ADHD, or both diagnoses were also more likely to be current victims of bullying compared to youth without either diagnosis, consistent with prior research. Although ASD-related victimization did not emerge as a separate type of bullying, results indicate youth with ASD are doubly disadvantaged in that they are more likely to be victimized compared to their peers and they experience specific victimization behaviors that are often not included in bullying assessment or intervention. The ABE questionnaire is a valid measure of bullying victimization that may be useful for both researchers and practitioners to further understand nuance in the experience of bullying for youth with ASD.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798678159748Subjects--Topical Terms:

649607
Clinical psychology.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Development and Validation of the Assessment of Bullying Experiences Questionnaire : = A Data-Driven Measure for Bullying Assessment in Youth with Autism Spectrum Disorder.
LDR:03911ntm a22003857 4500 001 1144590
005 20240611104312.5
006 m o d
007 cr mn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798678159748
035 $a (MiAaPQ)AAI28001281
035 $a AAI28001281
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Morton, Hannah. $3 1469665
245 1 0 $a Development and Validation of the Assessment of Bullying Experiences Questionnaire : $b A Data-Driven Measure for Bullying Assessment in Youth with Autism Spectrum Disorder.
264 0 $c 2021
300 $a 1 online resource (88 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: B.
500 $a Advisor: Romanczyk, Raymond.
502 $a Thesis (Ph.D.)--State University of New York at Binghamton, 2021.
504 $a Includes bibliographical references
520 $a Bullying victimization is a prevalent concern for school-age youth, and associated with negative effects on physical and mental health. Youth with Autism Spectrum Disorder (ASD) experience higher rates of victimization compared to their peers; however, prevalence rates vary widely. Differences in bullying assessment methodologies likely contribute to varied prevalence estimates. The topography of bullying experienced by youth with ASD may also differ from their peers without ASD, adding to imprecise measurement. Currently, there is no bullying assessment measure that meets literature recommendations for use in ASD. Two studies were conducted using data-driven approaches to create and validate an ASD-specific bullying assessment measure. In Study 1, 597 adults with and without ASD relationships (parents, teachers, community members, and undergraduates) indicated the type of bullying described in 80 brief vignettes. Cluster anlyses of these responses identified 52 vignettes that exemplify either verbal, physical, relational, or cyber bullying. In Study 2, the Assessment of Bullying Experiences (ABE) questionnaire was developed with exemplar bullying behaviors from Study 1 and other, ASD-specfic victimization behaviors. Parents of 336 youth (ages 6-17) completed the ABE and symptom questionnaires for ASD and ADHD. Exploratory and Confirmatory Factor Analysis identified a four-factor solution for victimization behaviors, which aligned with verbal, physical, relational, or cyber behaviors. The factor structure for the bullying perpetration items could not be determined. Differential Item Function Analysis indicated the topography of victimization in ASD is unique and often related to characteristic difficulties in this population. Youth with ASD, ADHD, or both diagnoses were also more likely to be current victims of bullying compared to youth without either diagnosis, consistent with prior research. Although ASD-related victimization did not emerge as a separate type of bullying, results indicate youth with ASD are doubly disadvantaged in that they are more likely to be victimized compared to their peers and they experience specific victimization behaviors that are often not included in bullying assessment or intervention. The ABE questionnaire is a valid measure of bullying victimization that may be useful for both researchers and practitioners to further understand nuance in the experience of bullying for youth with ASD.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
650 4 $a Social psychology. $3 554804
650 4 $a Disability studies. $3 809395
653 $a Assessment
653 $a Autism spectrum disorder
653 $a Bullying
653 $a Victimization
655 7 $a Electronic books. $2 local $3 554714
690 $a 0622
690 $a 0201
690 $a 0451
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Binghamton. $b Psychology. $3 1188415
773 0 $t Dissertations Abstracts International $g 82-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28001281 $z click for full text (PQDT)