ASA's 37th National Conference on Autism Spectrum Disorders (July 13-15, 2006)

• Audio
• Recorded Presentation

It has been several years since Columbine single-handedly raised the consciousness of America toward school violence and its predominant cause: the victimization of children and youth at the hands of their classmates. Predictably, schools across America began to examine the ravages of bullying. One by one they began to adopt anti-bullying policies and practices designed to “bully proof” the school environment. Today, it is likely difficult to find a school that does not “advertise” its anti-bullying stand through its “Bully-Free Zone” and “No Bullying Allowed” posters that ostensibly serve as visible “proof” of the school's philosophy. Notwithstanding the commendable sentiments, however, pop-poster psychology does not a philosophy make! Indeed, it is a sad but true fact of life that in many schools across America there is a toxic school culture that supports and perpetuates—albeit unintentionally—the bullying and exclusionary practices that marginalize students. Ironically, in this era of inclusion, it is those students whose social differences and naiveté make them stand out that are at the most risk for bullying and exclusion. Clearly, students with ASD fall into this group.

Enter: zero tolerance, the policy that schools have embraced in order to deal with bullying and anything else that could potentially lead to school violence. There are, however, wide variations in how this policy is implemented that speak to its potential for success or failure. Some schools use good judgment in deciding what is and is not a punishable offense. This requires common sense, and in the case of students with ASD, an understanding of the disability. Other schools are rigid to a fault in their interpretation and implementation of this policy. In these educational facilities no hyperbole goes unpunished, even if the context and circumstances suggest a more benign interpretation.

Rigid zero tolerance policies are particularly hard on students with ASD, given their executive function difficulties and impulse control problems. Many a student with high-functioning autism or Asperger syndrome has been traumatized by school personnel and police officers for “infractions” that were clearly manifestations of their disability—impulsive, heat-of-the-moment comments devoid of “criminal” intent.

Statement of the Problem

While there are exceptions, it is fair to say that, in general, schools have not done a very good job of translating words and sentiments into action when it comes to bullying. In other words, quite frequently school personnel say one thing, and do quite another. This occurs when bullying incidents are ignored or glossed over so as to avoid confrontation. It also occurs in schools where bullying occurs at the hands of school personnel who use sarcasm and derision to belittle students who don't meet expectations, or whose differences make them stand apart from their classmates. In addition, because of the naiveté of students with ASD, they are often at the mercy of streetwise bullies who set them up and then gloat when, in a cruel twist of fate, the guileless victim becomes the presumed perpetrator.

The time has come to re-visit the way schools handle bullying. In some cases it may be possible to shore up those approaches that have merit, but fall short. In others, it is important to substitute an approach that does work for those that have failed. In all cases, the goal is to establish a comprehensive program designed to prevent bullying, keep students safe, and promote overall student well-being.

Description of the Workshop

This workshop takes a candid and research-based look at the culture of bullying that is inadvertently supported by society and schools today, by examining the practices that give rise to it. This is considered to be a crucial first step, since in order to address the problem of bullying in a comprehensive manner, one must understand the factors that fuel it. The two premises that underlie this workshop are: 1) A systemic problem like bullying needs a solution that recognizes and addresses its root causes; and, 2) Failure to adequately address bullying is likely due to the use of cosmetic approaches that address only the superficial aspects of it. Hence, a clear distinction will be made, and examples will be given, between “quick fix” approaches and those that get to the heart of the problem.

The following topics will be covered: the essential elements of bullying; the primary victim categories; the relationship between special education placement and bullying; and, what schools need to do to detoxify an unhealthy school culture. Finally, a positive, whole-school approach to bullying will be outlined as a foundation for setting up a pre-kindergarten through 12th grade social-emotional curriculum to combat bullying.

Learning Objectives

 Participants will be able to list the essential elements of bullying and the characteristics of students with ASD that can set them up to be provocative victims.

 Participants will be able to list the types of bullying and the primary victim categories.

 Participants will be able to list ways to detoxify an unhealthy school culture, and promote a whole-school approach to bullying.

 Participants will be able to list the components of a social-emotional curriculum as an approach to the prevention of bullying.