ERIC Number: EJ1073962
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Peer Victimization and Social-Emotional Functioning: A Longitudinal Comparison of Students in General and Special Education
O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Pas, Elise T.; Bradshaw, Catherine P.
Remedial and Special Education, v36 n5 p275-285 Sep-Oct 2015
The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data come from a multilevel, longitudinal dataset including 7,314 students (kindergarten through Grade 2) across 37 elementary schools. Multilevel analyses indicated that on average, students in special education had worse trajectories, including higher concentration problem scores and lower emotion regulation skills over time than students in general education. Children who were victimized and in special education displayed significantly more concentration problems and worse emotion regulation skills at baseline as compared with other students. The findings highlight the risks associated with prolonged victimization among children in special education. Implications for prevention programming targeting social-emotional functioning and special education populations are discussed.
Descriptors: Longitudinal Studies, Victims, Peer Relationship, Social Development, Emotional Response, Special Education, Student Behavior, Comparative Analysis, Student Characteristics, Institutional Characteristics, Kindergarten, Grade 1, Grade 2, Elementary School Students, Statistical Analysis, Behavior Problems, Self Control, Attention, At Risk Students, Bullying, Educational Environment, Aggression, Racial Differences, Age Differences, Teacher Surveys, Check Lists, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 2
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: R01 MH67948-1A1|T32 MH019545-21