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. The analysis of data from this study informed the development of six central themes. These themes include: T1. Bullying Shapes Autistic Youth' 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]