In the past 16 years, I have met with many parents and there is a common concern they have shared with me, which is whether their children will become the target of bullying.
Some of our students in our center have encountered different levels of bullying, such as being called names, false accusations, or goaded into engaging in rule violating or socially inappropriate behaviors. Research suggests that bullies tend to choose victims who do not get supports from classmates.
Due to their differences in behaviors, interests or even appearance, children with ASD easily become the targets for bullying. They may not understand what a bullying situation is, and fail to protect themselves due to the lack of social and communication skills. Some may not even be aware that they are being bullied and see the bullies as friends.
Traditional strategies tend to encourage the victim to report to teachers, principal or any adult who can provide protection so the bullies can get punished. However, reporting may result in the bullies going “underground.” Another approach is to teach the victim to simply ignore the bully so the bully does not find it fun anymore. However, even though the victim ignores the bully, the peers may not. The bully may still get attention from the peers and continue the bullying. Also, it is very difficult to ignore undesirable behaviors, a victim’s deliberate and obvious attempts not to pay attention can serve as a sufficient reaction for the bully.
In our center, we spend a lot of time teaching our students appropriate social skills in order to improve their social competency. We will teach our students the following skills to deal with bullying incidents and avoid further bullying:
Differentiate Bullying VS. Teasing
Children with ASD find it difficult to interpret and often misread the motives of actions of others. It is important for them to determine whether they are being a target of bullying or it’s just some plays between friends.Stay Away From the Bully
Develop a strategy of avoidance is another option. Making attempts to stay away from the bully during breaks, lunch or other times may be helpful in reducing unpleasant encounters.
Understanding Bullying
Help the victim in understanding that bullies are seeking responses from him/her. Therefore the victim needs to change his/her typical responses, so the bully no longer gets the pleasure from bullying.Also, help students with ASD to understand which of his/her own behaviors (e.g. self-stim or talking contents) would trigger a bully, and teach him/her to refrain from engaging in those behaviors to reduce the bullying.
Stress Management
Teach the victim various coping and relaxation strategies to reduce their overreaction. Anxiety and stress can worsen a bad situation. Teach them how to stay calm will help them to deal with the situation better.Info Provided by:
Kan Wong (M.S. ABA, BCBA) Autism Partnership Behavioral Consultant
Ms. Lai-Kan Wong is a Board Certified Behavior Analyst and holds a Master of Science in Applied Behavior Analysis. She joined Autism Partnership in 2001 and began working as a Program Specialist. She is experienced in working with children across different settings including individual therapy session, small group training, and ABA classrooms. Ms. Wong has also helped training staff in Hong Kong, Singapore and Japan office since 2005. She is now responsible for supervising individual cases, staff training, parent training, and overseas consultation. Kan also receives ongoing training and supervision from Dr. Ronald Leaf and Dr. John McEachin in the Los Angeles office.
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Learn more about our ABA Services[:zh]在過去16年工作的日子，我遇過很多不同的家長，和他們面談時，他們往往也會表達一件很擔心的事，就是自己的子女會成為被欺凌的目標。
在我們中心教導過的學童中，確實有部分遇過不同程度的欺凌事件，例如被改花名、誣告，或被指示做一些犯規的事情等。一些研究指出， 被欺凌的人往往有一個共通點，就是缺乏朋友的支援。
患有自閉症的學童，由於行為、 興趣、甚至外形上的差異，他們很容易成為欺凌者的目標。另外缺乏良好的社交和溝通技巧，也令他們在被欺凌的時候不懂得處理或保護自己，有時他們甚至不知道自己正在受到欺凌或誤以為欺凌者是他們的朋友。
傳統的處理方法一般是教導受到欺凌的學童向老師舉報，校長或其他成年人使欺凌者得到懲罰，可是這樣往往會令欺凌事件變得在暗地裡進行。有些人仕主張教導受到欺凌的學童盡量不要給予反應，讓欺凌者覺得無聊。可是，就算受到欺凌的學童不給予反應，其他旁觀者也可能會有反應，令欺凌者覺得有趣。而且很多時候，受欺凌的學童刻意扮演沒有反應的行為，已經足以令欺凌者覺得有趣。
在我們中心，我們會花很多時間教授學童社交技巧，提升他們的社交能力，此外我們亦會教導學童以下技巧去應付及避免受到欺凌:
分辨欺凌和戲弄
自閉症的學童很多時也不理解別人行為的動機，很多時也辨別不到是否處於欺凌事件當中。因此教導學童解讀別人的動機，分辨何時是同儕間的戲弄，何時是威脅性的行為是十分重要的。遠離欺凌者
教導學童在小息，午膳，或其他時間遠離欺凌者，減少不愉快事件的機會。明白欺凌行為
讓學童明白欺凌者想要的反應，教導學童改變自己在欺凌事件的行為反應，從而減少欺凌者在欺凌過程中得到的樂趣。另外讓學童明白自己的哪些行為(如自我刺激或說話內容)容易令自己成為目標，讓學童加強控制自己的某些行為，減少欺凌者的藉口。
壓力管理
教導學童如何放鬆及應付情緒也是重要的一環。若他們在欺凌事件中感到過份恐懼或壓力，往住會令情況更糟。教導他們情緒壓力管理的方法，可幫助他們減低在欺凌事件中的過份反應，減少引發欺凌事件的誘因，也減少事件對學童情感上的傷害。資訊提供: 王勵勤 (Autism Partnership行為分析治療顧問)
王勵勤小姐為國際認證行為分析師，擁有行為分析的碩士學位。於2001年加入AP, 為個別個案進行ABA訓練。 她經驗豐富且資歷甚廣， 負責個別治療、小組訓練及 ABA為基礎的教室。 自2005年起， 她致力培訓本地、新加坡及日本各級別的治療師及導師。 她現負責監督個別個案、治療師培訓、為各家長提供支援及海外諮詢服務。 她亦定期赴美國洛杉磯總部接受Ronald Leaf博士和John McEachin博士的培訓及持續進修。
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