Literaturnachweis - Detailanzeige
| Autor/in | Trzaska, Agata |
|---|---|
| Titel | A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School |
| Quelle | (2018), (372 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Illinois at Chicago |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4388-6139-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Bullying; Prevention; Intervention; Students with Disabilities; Victims; At Risk Students; School Personnel; Role; Middle School Students; Teacher Role; Administrator Role; Teacher Attitudes; Administrator Attitudes; Positive Behavior Supports; Program Effectiveness |
| Abstract | Researchers agree that students with disabilities (SWD) who are at increased risk for bullying perpetration and victimization require more intensive interventions than their peers without disabilities. In response to the recent call for integrating bullying prevention and interventions efforts into a multi-tiered framework such as Positive Behavioral Interventions and Supports (PBIS), this case study examined the nuances of how school personnel prevent and intervene with bullying perpetration and victimization of SWD in a middle school that has adopted this approach. Because SWD receive support from various school personnel, this case study described bullying prevention and intervention for SWD from the perspective of 18 participants, including general education teachers, special education teachers, related services personnel, school administrators, and a PBIS leader/coach. Data were obtained from multiple sources to ensure triangulation including interviews, documentation, and physical artifacts. Results revealed that the PBIS framework allowed school personnel to establish and promote a positive school climate. Additionally, a school-wide bullying prevention program was integrated into the PBIS framework. School personnel reported believing that bullying involvement of SWD was comparable to that of their peers without disabilities; however, the existing data collection provided insufficient information about the level of bullying involvement of SWD. Given the fluidity of the PBIS framework, SWD at risk for bullying tended to have easy and quick access to targeted Tier 2 interventions. More intensive and individualized interventions focusing on social and emotional skills related to chronic bullying or victimization were limited. Implications for future research are discussed. [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.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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