The Pennsylvania State University The Graduate School College of Information Sciences and Technology ONLINE AND OFFLINE BULLYING OF AUTISTIC YOUTH: ANTI-BULLYING STRATEGIES, REPORTING, AND TECHNOLOGICAL SOLUTIONS A Dissertation in Information Sciences and Technology by Scott Michael Robertson Copyright 2013 Scott Michael Robertson Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2013 The dissertation of Scott Michael Robertson was reviewed and approved* by the following: Shawn Clark Senior Instructor, Information Sciences and Technology Dissertation Advisor Chair of Committee Gerald Santoro Assistant Professor, Information Sciences and Technology Assistant Professor, Communication Arts and Sciences Mary Beth Rosson Professor, Information Sciences and Technology Associate Dean for Undergraduate Studies Deirdre O‘Sullivan Assistant Professor, Education Peter Forster Senior Lecturer, Security Risk and Analysis Assistant Dean for Online Programs and Professional Education *Signatures are on file in the Graduate School. Abstract This dissertation investigated cyber- and face-to-face bullying of autistic youth (aged 13-18). Autism represents a neurological-developmental disability that affects language and communication, socialization, sensory processing, motor coordination, and thinking around planning, self-regulation, and self-reflection. Prior studies indicate that challenges in these areas coupled with weaker social supports can put autistic people at higher risk for bullying. Examining this concern, this study sought to address four research questions: • RQ1. How does cyber- and face-to-face bullying affect the perceptions, experiences, and feelings of autistic youth? • RQ2. What strategies do autistic youth use to address cyber- and face-to-face bullying? • RQ3: How do autistic youth report instances of cyber- and face-to-face bullying to parents, teachers, and other authorities? • RQ4: What design implications do research questions Q1-Q3 present for the development of software to teach autistic youth to address and report cyber- and face-to-face bullying? The study adopted a mixed methodology approach. The inquiry conducted semi- structured interviews and administered a short survey with 13 autistic teens to examine their bullying experiences. Their parents also completed a longer print survey whose questions queried their children’s demographics, diagnostic history, and bullying experiences. iii The analysis of data from this study informed the development of six central themes. These themes include: T1. Bullying Shapes Autistic Youths’ Experiences, Emotions, and Perceptions T2. Face-Face Bullying Exerts Greater Control over Physical Activities T3. Ignoring/Avoiding Cyber- and F2F Bullying as a Defensive Strategy T4. Parental Monitoring of Online Activities Deters Cyberbullying Threats T5. Social-Cultural Barriers Hinder Reporting Bullying to Authorities T6. Assistance from Allies Helping Youth Address F2F and Cyberbullying The findings from this study carry major implications for practice. Particularly, the findings support efforts to protect autistic youth against bullying. The findings also support development of educational software to teach autistic youth how to address bullying and report it. Additionally, this study expands the growing body of research on cyber- and face-to-face bullying of autistic youth and youth with disabilities broadly. iv Table oF Contents List of Tables ..................................................................................................................... vii Acknowledgements ..................................................................................................... viii Chapter 1: Introduction ................................................................................................. 1 A Brief Overview of This Dissertation ......................................................................................................... 2 Introduction to the Problem ............................................................................................................................ 2 Purpose of the Study ........................................................................................................................................... 4 Research Questions .............................................................................................................................................. 5 Bullying: Conceptual Framework and Key Characteristics ................................................................ 6 Cyberbullying: Definition and Key Characteristics ............................................................................. 12 Face-to-Face and Cyber- Bullying of Autistic Youth and Adults .................................................... 15 Definitions of Terms ......................................................................................................................................... 19 Assumptions of the Study ............................................................................................................................... 21 Significance of Conducting this Study ....................................................................................................... 22 Limitations of Conducting this Study ........................................................................................................ 23 Rundown of Following Chapters (Chapters 2-5) ................................................................................. 24 Summary of Chapter 1 ..................................................................................................................................... 25 Chapter 2: Explanatory Theory and Literature Review ................................. 26 Overview ................................................................................................................................................................ 27 Socio-Ecological Model of Disability .......................................................................................................... 27 Explanatory Theories of Bullying ............................................................................................................... 29 Cyberbullying Framework ............................................................................................................................. 33 Anti-Bullying Policies and Programs ......................................................................................................... 34 K-12 Education for Autistic Students ........................................................................................................ 38 K-12 and Community Bullying of Autistic Youth and Adults .......................................................... 40 Overview of the Literature on Bullying of Autistic Youth ................................................................ 66 Chapter 3: Methodology .............................................................................................. 67 Overview ................................................................................................................................................................ 68 Research Design ................................................................................................................................................. 68 Research Approach, Epistemology, and Ontology ............................................................................... 71 Participants .......................................................................................................................................................... 73 Sample Inclusion Criteria ............................................................................................................................... 75 Sample Exclusion Criteria .............................................................................................................................. 77 Protection of Human Participants .............................................................................................................. 78 Study Setting ........................................................................................................................................................ 79 Data Collection Procedures for the Study ............................................................................................... 80 Data Analysis ....................................................................................................................................................... 82 Rigor of the Study .............................................................................................................................................. 85 Summary ................................................................................................................................................................ 88 Chapter 4: Findings ........................................................................................................ 90 Overview ................................................................................................................................................................ 91 Interview Participant Sample: Aggregate Information ..................................................................... 91 Interview Participant Sample: Individual Backgrounds ................................................................... 95 v Identification