Tom Wolfe

The current study included a TD comparison group, which allowed the perceptions of individuals with ASD to be considered within the context of the general population. Moreover, the inclusion of male and female adolescents allowed the generalisability of perceptions to be examined. Further research to explore possible explanations for the noted differences between males and females with ASD would be valuable.

As all participants had achieved at least a Level 3 in reading and oracy, the differences noted can be more readily attributed to traits associated with ASD, as opposed to

75

general learning difficulties (Hartman, 2014). Nevertheless, as ten participants with ASD attended specialist provisions and all TD participants attended mainstream schools, any differences noted may reflect educational experiences. Accordingly, it would be valuable for future research to compare the perceptions of individuals with ASD within specialist and mainstream provisions.

Overall, the mixed method approach was considered valuable in providing greater depth to interpretations and enabling the triangulation of findings (Onwuegbuzie & Leech, 2005). The data are, nevertheless, based on a small sample and should be considered exploratory.

76 7. References

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J.

Kuhland & J. Becman (Eds.), Action-control: From cognitions to behavior (pp. 11–39). New York, NY: Springer.

Arriaga, X.B., & Foshee, V.A. (2004). Adolescent dating violence: Do adolescents follow their friends’, or their parents’, footsteps? Journal of Interpersonal

Violence, 19, 162–184.

Bandura, A. (1977). Social learning theory. Oxford, England: Prentice-Hall.

Banyard, V.L., & Cross, C. (2008). Consequences of teen dating violence:

Understanding intervening variables in ecological context. Violence Against

Women, 14(9), 998–1013.

Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive

Sciences, 6(6), 248–254.

Baron-Cohen, S. (2008). Autism and Asperger syndrome. Oxford, England: Oxford University Press.

Barter, C. (2006). Discourses of blame: Deconstructing (hetero)sexuality, peer sexual violence and residential children’s homes, Child and Family Social Work, 11(4), 347–356.

Barter, C. (2009). In the name of love: Partner abuse and violence in teenage relationships. British Journal of Social Work, 39, 211–233.

Barter, C., McCarry, M., Berridge, D., & Evans, K. (2009). Partner exploitation and

violence in teenage intimate relationships. London, England: NSPCC.

Bhaskar, R., & Danermark, B. (2006). Meta-theory, interdisciplinarity and disability research: A critical realist perspective. Scandinavian Journal of Disability

77

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative

Research in Psychology, 3(2), 77–101.

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for

beginners. London, England: Sage Publications.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Chronister, K.M., Marsiglio, M.C., Linville, D., & Lantrip, K.R. (2014). The influence of dating violence on adolescent girls’ educational experiences. The Counseling

Psychologist, 42(3), 374–405.

Chung, D. (2005). Violence, control, romance and gender inequality: Young women and heterosexual relationships. Women’s Studies International Forum, 28, 445– 455.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.

Dell’Osso, L., Luche, R.D., Cerliani, C., Bertelloni, C.A., Gesi, C., & Carmassi, C. (2015). Unexpected subthreshold autism spectrum in a 25-year old male stalker hospitalized for delusional disorder: A case report. Comprehensive Psychiatry,

61, 10–14.

Denzin, N. (1989). The research act: A theoretical introduction to sociological

methods. Englewood Cliffs, NJ: Prentice Hall.

Dutton, D.G. (2006). Rethinking domestic violence. Vancouver, Canada: UCB Press.

Ellis, W.E., Chung-Hall, J., & Dumas, T.M. (2013). The role of peer group aggression in predicting adolescent dating violence and relationship quality. Journal of

78

Garson, G.D. (2012). Testing statistical assumptions. North Carolina, NC: Statistical Associates Publishing.

Gougeon, N.A. (2010). Sexuality and autism: A critical review of selected literature using a social-relational model of disability. American Journal of Sexual

Education, 5, 328–361.

Gray, C. (2002). My social stories book. London, England: Jessica Kingsley Publishers.

Gutstein, S.E., & Sheely, R.K. (2002). Relationship development intervention with

children, adolescents and adults: Social and emotional development activities for Asperger syndrome, autism, PDD and NLD. London, England: Jessica

Kingsley Publishers.

Hall, R. (2012). Mixed methods: In search of a paradigm. Retrieved 27 January, 2016, from http://auamii.com/proceedings_phuket_2012/hall.pdfhall

Hartman, D. (2014). Sexuality and relationship education for children and adolescents

with autism spectrum disorders: A professional’s guide to understanding, preventing issues, supporting sexuality and responding to inappropriate behaviours. London, England: Jessica Kingsley Publishers.

Hatton, S., & Tector, A. (2010). Sexuality and relationship education for young people with autistic spectrum disorder: Curriculum change and staff support. British

Journal of Special Education, 37(2), 69–76.

Helms, S.W., Sullivan, T.N., Corona, R., & Taylor, K.A. (2013). Adolescents’ recognition of potential positive and negative outcomes in risky dating situations. Journal of Interpersonal Violence, 28(15), 3084–3106.

Herrman, J.W. (2009). There’s a fine line...Adolescent dating violence and prevention.

Pediatric Nursing, 35(3), 164–170.

Hertzog, J.L., & Rowley, R.L. (2014). My beliefs of my peers’ beliefs: Exploring the gendered nature of social norms in adolescent romantic relationships. Journal of

79

Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20-30.

Joseph, S. (2008). Positive psychology as a framework for practice. In B. Kelly, L. Woolfson & J. Boyle (Eds.), Frameworks for practice in educational

psychology: a textbook for trainees and practitioners (pp. 185–196). London,

England: Jessica Kingsley Publishers.

Kelly, G.A. The psychology of personal constructs. New York, NY: Norton.

Kernsmith, P.D., & Tolman, R.M. (2011). Attitudinal correlates of girls’ use of violence in teen dating relationships. Violence Against Women, 17(4), 500–516.

Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2003). The enactive mind, or from actions to cognition: Lessons from autism. Philosophical Transactions of the

Royal Society, 358, 345–360.

Landa, R. (2000). Social language use in Asperger syndrome and high-functioning autism. In A. Klin, F.R. Volkmar & S.S. Sparrow (Eds.), Asperger syndrome (pp. 125–155). London, England: The Guilford Press.

Levine, T.R., & Hullett, C.R. (2002). Eta squared, partial eta squared and the

misreporting of effect size in communication research. Human Communication

Research, 28, 612–625.

Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5, 1271–1282.

Loeber, R., Stouthamer-Loeber, M., Van Kammen, W., & Farrington, D.P. (1991). Initiation, escalation and desistance in juvenile offending and their correlates.

Journal of Criminal Law and Criminology, 82, 36–82.

Makrakis, V., & Kostoulas-Makrakis, N. (2016). Bridging the qualitative-quantitative divide: Experiences from conducting a mixed methods evaluation in the RUCAS programme. Evaluation and Program Planning, 54, 144–151.

80

Miller, W.R., & Rollnick, S. (2002). Motivational interviewing: Preparing people for

change. New York, NY: Guilford Press.

Moran, H. (2001). Who do you think you are? Drawing the ideal self: A technique to explore a child’s sense of self. Clinical Psychology and Psychiatry, 6, 599–604.

Moran, H. (2006). A very personal assessment: Using a personal construct psychology assessment technique (Drawing the Ideal Self) with young people with ASD to explore the child’s view of the self. Good Autism Practice, 7(2), 78–86.

Onwuegbuzie, A., & Leech, N. (2005). On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies.

International Journal of Social Research Methodology, 8(5), 375–387.

Oudekerk, B., Blachman-Demner, D., & Mulford, C. (2014). Teen dating violence:

How peers can affect risk and protective factors. Washington, DC: National

Institute of Justice.

Paechter, C. (2007). Being boys, being girls: Learning masculinities and femininities. Berkshire, England: Open University Press.

Price, E.L., Byers, E.S., & the Dating Violence Research Team (1999). The Attitudes towards Dating Violence Scales: Development and initial validation. Journal of

Family Violence, 14(4), 351–375.

Rosnow, R.L., & Georgoudi, M., (1986). Contextualism and understanding in

behavioral science. Implications for research and theory. New York, NY:

Praeger.

Sandelowski, M. (1994). Notes on qualitative methods: Notes on transcription.

Research in Nursing and Health, 18, 179–183.

Sears, H.A., Byers, E.S., Whelan, J.J., & Saint-Pierre, M. (2006). “If it hurts you, then it is not a joke”: Adolescents’ ideas about girls’ and boys’ use and experience of abusive behavior in dating relationships. Journal of Interpersonal Violence,

81

Stokes, M., Newton, N., & Kaur, A. (2007). Stalking, and social and romantic functioning among adolescents and adults with autism spectrum disorder.

Journal of Autism and Developmental Disorders, 37, 1969–1986.

Tebes, J.K. (2005). Community science, philosophy of science and the practice of research. American Journal of Community Psychology, 35, 213–230.

Vermeulen, P. (2015). Context blindness in autism spectrum disorder: Not using the forest to see the trees as trees. Focus on Autism and Other Developmental

Disabilities, 30(3), 182–192.

Williams, J., & Hanke, D. (2007). Do you want to know what sort of school I want?: Optimum features of school provision for pupils with autistic spectrum disorder.

82