Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk among High School Students with Disabilities

Autor/inn/en	Blake, Jamilia J.; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R.
Titel	Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk among High School Students with Disabilities
Quelle	In: Remedial and Special Education, 37 (2016) 5, S.285-295 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932516638860
Schlagwörter	Bullying; Victims of Crime; High School Students; Disabilities; Special Education; Special Needs Students; Adolescents; Longitudinal Studies; Transitional Programs; Regression (Statistics); White Students; Predictor Variables; Emotional Disturbances; Intellectual Disability; Comparative Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Mobbing; Victim; Victims; Crime; Opfer; Verbrechen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Prädiktor; Gefühlsstörung; Intellect; Disability; Disabilities; Verstand; Likert-Skala
Abstract	The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents' involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study-2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial regression analyses indicated that internalizing symptoms and interpersonal skills were significant predictors of victimization and bully-victimization risk, respectively. Disability status emerged as a significant predictor only for bullying behavior. Ethnic differences were found for victimization roles, but not for bullying, suggesting that Caucasian students were most vulnerable to being the target of bullying or serving dual roles as bully-victims relative to students from other ethnic backgrounds. Implications for these findings are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01