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ERIC Number: EJ1057399
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 93
ISBN: N/A
ISSN: ISSN-0022-2194
Bullying and Middle School Students with and without Specific Learning Disabilities: An Examination of Social-Ecological Predictors
Rose, Chad Allen; Espelage, Dorothy L.; Monda-Amaya, Lisa E.; Shogren, Karrie A.; Aragon, Steven R.
Journal of Learning Disabilities, v48 n3 p239-254 May-Jun 2015
The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant. However, gender, race, grade point average, and participation in extracurricular activities emerged as significant predictors for involvement in the bullying dynamic. In addition, increased peer social support was found to be the most significant predictor of decreased bullying, victimization, fighting, and anger for both students with SLD and students without disabilities. Educational implications include the suggestion that schools adopt multitiered antibullying programs that foster increased social supports and peer acceptance and incorporate targeted interventions for at-risk subpopulations of students.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Centers for Disease Control and Prevention (DHHS/PHS)
Authoring Institution: N/A
Grant or Contract Numbers: 1U01/CE001677