Los escolares diagnosticados con trastorno del espectro autista y víctimas de acoso escolar: una revisión sistemática

• Daniel Falla ^[1] ; Rosario Ortega-Ruiz ^[1]
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 25, Nº. 2, 2019, págs. 77-90
• Idioma: español
• DOI: 10.5093/psed2019a6
• Títulos paralelos:
  • Students diagnosed with autism spectrum disorder and victims of bullying: a systematic review
• Enlaces
  • Texto completo  1 (pdf)   2 (pdf) 
• Dialnet Métricas: 10 Citas
• Resumen
  • español

    Los escolares con trastorno del espectro autista (TEA) presentan dificultades en la interacción y comunicación social y rigidez cognitiva y de ejecución que los hace especialmente vulnerables al bullying; sin embargo, la investigación ha sido menos profusa. El propósito del presente trabajo es revisar y considerar los estudios más recientes sobre TEA y acoso escolar. El método utilizado ha seguido las directrices de la declaración PRISMA. La muestra final la conforman 29 artículos que revelan que estos estudios se han realizado con muestras inferiores a 450 escolares con TEA. Asimismo, se señala que existen discrepancias sobre la comprensión que tienen del acoso y los factores que lo predicen, así como que la prevalencia de bullying es superior a la publicada para los escolares normativos. Los resultados se discuten en comparación con revisiones previas y se plantean nuevos retos para el diseño de programas efectivos de intervención psicoeducativa específicos con este alumnado.

  • English

    School children with autism spectrum disorder (ASD) present difficulties in the interaction and social communication and cognitive rigidity and execution that make them especially vulnerable to bullying; however, research has been less profuse. The purpose of this paper is to review and consider the most recent studies on ASD and bullying. The method used has endorsed the PRISMA statement. The final sample is made up of 29 articles that reveal that these studies have been carried out with samples of fewer than 450 students with ASD. Likewise, it is pointed out that there are discrepancies in the understanding of bullying and the factors that predict it and that the prevalence of bullying is higher than the one published for normative schoolchildren. The results are discussed in comparison with previous reviews and new challenges are posed for the design of effective psycho-educational intervention programs specific for these students.

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