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Adaptive Behavior and Bullying Experiences in Spanish-Speaking Children and Adolescents with Autism Spectrum Disorder
Alberto Sánchez-Pedroche1,2, Daniel Adrover-Roig1, Mario Valera-Pozo1
1Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education (IRIE), University of Balearic Islands, 07122 Palma, Spain.
Background/Objectives:
This study aims to compare adaptive and maladaptive behaviors of children with Autism Spectrum Disorder Level 1 (ASD-L1) and their experiences of bullying in comparison to a matched control group. Additionally, we explored which of such behaviors predicted both victimization and aggression in both samples.
Methods:
The sample consisted of 96 children and adolescents, 48 with ASD-L1 (31 Colombians and 17 Spanish) and 48 controls (31 Colombians and 17 Spanish), matched by age, gender, and socioeconomic status. Adaptive and maladaptive behaviors, as well as bullying experiences, were assessed.
Results:
Children with ASD-L1 reported higher levels of clinical and school maladjustment and lower levels of personal adjustment compared to the control group. Although no significant differences were found in bullying victimization, the ASD-L1 group showed higher aggression scores. In this group, lower personal adjustment predicted victimization, whereas higher clinical maladjustment predicted aggression. In contrast, in the control group, aggression was predicted by school maladjustment.
Conclusions:
Aggressive behavior in children with ASD-L1 was linked to higher levels of clinical maladjustment, while better personal adjustment served as a protective factor against bullying victimization. These findings emphasize distinct socio-emotional mechanisms underlying bullying involvement in autistic and typically developing youth.
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