Bullying and social vulnerability of students with ASD 35the situation worse, individuals with ASD are more vulnerable to bullying due to
their low self-esteem, decreased ability to navigate social situations, and concrete
thought processes. Delfrabbro et al. (2006) found that being labeled a social out-
lier indicates poor peer relationships, which is associated with being bullied. And
without the support of peer groups during grade school, children are more likely
to be marginalized and are at greater risk for victimization.
Both developmental and contextual perspectives are important in considering the
variables that influence victimization and bullying among children diagnosed with ASD.
Developmentally, a child’s age, gender, and severity of ASD symptoms may mold bul-
lying experiences. Forero et al. (1999) and Nansel et al. (2001) found that boys are
victimized more than girls, especially during the transition from middle school to high
school. Early on, high functioning individuals with ASD, previously recorded as Asperger
Syndrome, can sometimes get by in social settings. However, most continue to struggle
with social inclusion as they age (Cappadocia and Weiss, 2011). Sometimes, especially
during childhood and adolescence, the risk and occurrence of bullying leads parents to
try to ameliorate the problem by transferring their child to special education programs.
Youth diagnosed with ASD are greatly influenced by social contexts such as
peers and family. Children in grade school rely on family and peers as their primary
socialisation figures. Poor parent–child and child–child relationships relate to vic-
timization for these children (Cappadocia and Weiss, 2011). Indeed, peer and family
relationships to these children are indications of the chance of victimization.
High school and adulthood present complex challenges for ASD individuals.
Bullying, marginalization, and stigmatization persist throughout most adult ASD
individuals, but many tend to experience decreased victimization. Victimization
CASE STUDY: JASONJason, a 26-year-old who was in the weekly counseling group for individuals
with ASD, also presented with mild depression and reported victimization
of bullying consisting of verbal and physical abuse during his grade school
and middle school years. While Jason was classified as high functioning, the
bullying he received did not assuage simply based upon how highly he was
able to function in grade school, nor did it help in coping with the negative
experience during the aftermath as an adult. Developmentally, Jason’s social
interaction was delayed: he had extremely limited eye contact, his speech was
limited to aphorisms and colloquialisms, and his judgment of others' feelings
and actions were distorted. Contextually, Jason adapted to his surroundings
by learning how to shut himself off to the point of catatonia in an almost
immobile state of inaction and fear. He learned that his theatrical, creative self
was inappropriate not only from peers in school but also from his parents and
psychiatrists. As an adult, Jason’s behavior that was once an adaptive measure
to adhere to social norms became a debilitating condition that prevented him
from establishing meaningful and lasting friendships.