Predictors of Bully Victimization in Students With Disabilities A Longitudinal Examination Using a National Data Set

Longitudinal data from the Special Education Elementary Longitudinal Study (SEELS) national data set were used to examine risk of bully victimization in a sample of 4,155 students in special education. Results indicated that prior history of victimization was the greatest predictor of victimization...

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Bibliographic Details
Published inJournal of disability policy studies Vol. 26; no. 4; pp. 199 - 208
Main Authors Blake, Jamilia J., Kim, Eun Sook, Lund, Emily M., Zhou, Qiong, Kwok, Oi-man, Benz, Michael R.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2016
SAGE PUBLICATIONS, INC
Subjects
Attention deficit hyperactivity disorder
Bullying
Children with disabilities
Education policy
Risk
Risk assessment
Socially handicapped
Special education
Students
Students with disabilities
Victimization
victimization
disability
special education
bullying
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Summary:Longitudinal data from the Special Education Elementary Longitudinal Study (SEELS) national data set were used to examine risk of bully victimization in a sample of 4,155 students in special education. Results indicated that prior history of victimization was the greatest predictor of victimization risk across time, followed by the display of elevated internalizing and externalizing behaviors. Children with attention deficit hyperactivity disorder (ADHD) experienced the greatest risk of victimization compared with all other children with disabilities, followed by children with emotional disturbance (ED). Overall, the results suggest that all children with disabilities are highly vulnerable to bully victimization. Implications for educational policy and future research are discussed.
ISSN:1044-2073
1538-4802
DOI:10.1177/1044207314539012