This study examined psycho-demographic predictors of aggression and bullying among students with autism spectrum disorder (ASD) in Lagos State. Three hypotheses that guided the study were tested at 0.05 alpha level. A survey design was employed with a sample of 173 students with ASD, aged 6-17 years. Data was collected using adapted questionnaires and a researcher-designed scale. Data analysis was done using Multivariate Analysis of Variance (MANOVA). Results revealed that sensory sensitivity significantly influenced combined aggression and bullying behaviours (Wilks' Λ=0.708,F(2,169) =34.891, p<0.001), accounting for 29.2% of the variance. Students with high sensory sensitivity exhibited higher bullying (xˉ=38.23) and aggression (xˉ=29.31). Similarly, repetitive behaviour significantly influenced combined aggression and bullying (Wilks' Lambda =0.807, F(2,170) =20.371, p<0.001), explaining 19.3% of the variance; those with high repetitive behaviours showed more bullying (xˉ=38.027) and aggression (xˉ=28.616). While age did not significantly influence the combined behaviours (Wilks' Lambda =0.973, F(2,170) =2.334, p=0.100), it had a significant effect on aggression (F=4.695,p=0.032). The study concludes that sensory sensitivity and repetitive behaviour are key predictors, emphasizing the need for targeted interventions such as adapted classroom settings to reduce sensory overload and behavioural interventions for students with autism spectrum disorder (ASD).
Dada et al. (Fri,) studied this question.