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ERIC Number: EJ1074025
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0741-9325
Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization
Chen, Chin-Chih; Hamm, Jill V.; Farmer, Thomas W.; Lambert, Kerrylin; Mehtaji, Meera
Remedial and Special Education, v36 n5 p312-324 Sep-Oct 2015
This study examined subtypes and stability/change in peer victimization involvement among students with exceptionalities. Data were collected over spring of fifth grade and fall/spring of sixth grade with 1,861 students in 36 rural schools as part of a cluster randomized trial of a context-based intervention (Supporting Early Adolescent Learning and Social Success [SEALS]) designed to support students' transition to early adolescence. More than 74% of students with disabilities were involved in peer victimization, and they were more likely to be nominated as victims and bully-victims than students without disabilities. Students with disabilities, but not academically gifted students, had more stable involvement in peer victimization over time. Being socially marginalized in the network differentiated peer victimization stability. Although there were no differences between intervention and control schools in students with exceptionalities' peer victimization involvement, students with exceptionalities in intervention schools were less likely to perceive classmates encouraging bullying. Implications of interventions to reduce the risk for peer victimization are discussed.
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: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120812; R305A140434