Cyberbullying among adults with intellectual disabilities: Some preliminary data.
One in seven adults with ID in day programs has faced cyberbullying, mostly verbal jabs during school or leisure time.
01Research in Context
What this study did
The team asked adults with intellectual disability who attend day programs about cyberbullying.
They used a short survey. Staff helped when needed.
The goal was to see how many had faced online meanness and where it happened.
What they found
About one in seven said someone had been mean to them online.
Most attacks were name-calling.
The hurtful messages came during school time or free-time activities, not at work.
How this fits with other research
Chen et al. (2001) found that three in ten adults with severe ID deal with any kind of bullying after school ends. The new number for online-only bullying is smaller, but it adds a fresh risk to the same group.
Pitetti et al. (2007) showed that after any abuse, non-verbal adults often act out more and lose daily skills. Mumbardó-Adam et al. (2018) now tell us online attacks happen too, so watch for sudden behaviour spikes in your clients who use phones or tablets.
Duker et al. (1996) proved that poorer social skills raise the chance of being criminally exploited. Cyberbullying fits the same pattern: people who need stronger online safety skills are the ones targeted.
Why it matters
You already teach street safety. Add screen safety to the plan. Ask each learner if anyone has sent mean texts or posts. Pair the question with a visual yes/no card. If the answer is yes, save the message, involve your supervisor, and write a behaviour plan that teaches block-and-report steps. One short check can stop weeks of hidden stress.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Add one question—'Has anyone been mean to you online this month?'—to your intake and review forms.
02At a glance
03Original abstract
BACKGROUND: Recent studies show that youth with disabilities are at risk of experiencing cyberbullying. Nevertheless, the nature of this phenomenon among adults with intellectual disabilities has not been investigated. Therefore, the purpose of this study is to analyze the frequency and characteristics of cyberbullying and its correlates in individuals with intellectual disabilities attending training centers for adults with intellectual disabilities. METHODS AND PROCEDURES: A convenience sample of 269 participants (54.3% men and 35.7% women), aged 18-40 years was recruited from Chile (14.1%), Mexico (32%), and Spain (53.9%). RESULTS: The findings showed that 15.2% have been cyberbullied 9.7% are currently being cyberbullied. Being different was the main reason (97.7%) for being cyberbullied. The behaviors happen in educational settings (46.67%), leisure/free time activities (31.11%), and associations for people with disabilities (15.56%). Verbal aggressions (74.53%) were the most common cyberbullying behaviors. Those who were cyberbullied reported more inadequate use of mobile phone and Internet, as well as more unhealthy behaviors and depressive mood. CONCLUSIONS AND IMPLICATIONS: These findings support the need for further studies on adults with intellectual disabilities, as well as the need for implementing primary, secondary, and tertiary prevention programs.
Research in developmental disabilities, 2018 · doi:10.1016/j.ridd.2017.12.006