Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger Syndrome (high-functioning autism): a case-control study

By Jennifer J. Wainscot, P. Naylor, P. Sutcliffe, D. Tantam, Jenna V. Williams. 2008

172 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4c8d5257c4fefd6a7aada1d5f304791bf85d3762

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Citations in the corpus

Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study (2010, background): “Conclusion Previous work in this area (Humphrey and Symes, in press; Wainscot et al., 2008) has demonstrated that pupils with ASD are more likely to be bullied than those with other or no SEN, and also report receiving less social support from classmates, parents and friends.”
Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study (2010, background): “Little, 2002; National Autistic Society, 2006; Wainscot et al., 2008).”
Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings (2018, background): “They are often the targets of high levels of bullying (Reid 2011; Sterzing et al. 2012; Zablotsky et al. 2014), particularly during adolescence (Wainscot et al. 2008), with reports suggesting that between 40% and 82% of young people with autism have been bullied at school (Rowley et al. 2012;…”
Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review (2015, background): “This may result from poor understanding of social rules leading to socially incongruent behaviour (Wainscot et al. 2008), and misinterpretation of non-literal language (including jokes) due to pragmatic language difficulties (Bishop et al.”
International review of the evidence on best practice in educational provision for children on the autism spectrum (2011, background): “…and Skills Committee on SEN 2006); challenges at educational tribunals (Batten et al. 2006); and/or negative experiences for young people including bullying and loneliness (Humphrey and Symes 2010; van Roekel, Scholte, and Didden 2010; Wainscot et al. 2008; Bauminger, Shulman, and Agam 2003).”
Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools (2010, background): “That pupils with ASD reported lower levels of social support from classmates and friends than the other groups was expected given their more limited social networks (Chamberlain, Kasari, and Rotherham-Fuller 2007) and the fact that they spend less time interacting with their peers than children with”
Don't anger me! Bullying, victimization, and emotion dysregulation in young adolescents with ASD (2012, background): “Furthermore, children with ASD are less liked by peers, rejected and excluded more often, and, worse, they are also more often bullied by verbal, physical and relational means (Cappadocia, Weiss, & Pepler, 2012; Carter, 2009; Humphrey & Symes, 2010; Little, 2002; Sofronoff, Dark, & Stone, 2011; Twym”