Peer Victimization Among Young Children With Disabilities: Early Risk and Protective Factors

被引：19

作者：

Son, Esther ^{[1
]}

Peterson, N. Andrew ^{[2
]}

Pottick, Kathleen J. ^{[2
]}

Zippay, Allison ^{[2
]}

Parish, Susan L. ^{[1
]}

Lohrmann, Sharon ^{[3
]}

机构：

[1] Brandeis Univ, Heller Sch Social Policy & Management, Lurie Inst Disabil Policy, Waltham, MA 02454 USA

[2] Rutgers State Univ, Sch Social Work, New Brunswick, NJ 08903 USA

[3] Univ Med & Dent New Jersey, Robert Wood Johnson Med Sch, Dept Pediat, Elizabeth M Boggs Ctr Dev Disabil, New Brunswick, NJ 08903 USA

来源：

EXCEPTIONAL CHILDREN | 2014年 / 80卷 / 03期

关键词：

SOCIAL-SKILLS PROBLEMS; LEARNING-DIFFICULTIES; DEVELOPMENTAL DELAYS; SPECIAL-EDUCATION; SCHOOL; ASSOCIATION; ADJUSTMENT; FRIENDSHIP; COMPETENCE; PREDICTORS;

D O I：

10.1177/0014402914522422

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to examine the risk and protective factors of peer victimization among young children with disabilities. This study analyzed data from the Pre-Elementary Education Longitudinal Study (n = 1,130) to test a path model that included child, family, and school characteristics at Year I and peer-relation difficulties and social skills at Year 2 to predict peer victimization among children with disabilities at Year 3. Children's family and school factors had direct effects on children's poorer social behaviors and language development, which had direct effects on peer-relation difficulties, which in turn increased peer victimization. Children's prosocial skill development, facilitated by children's receptive language ability, protects children with disabilities from peer victimization. Intervention implications are discussed.

引用

页码：368 / 384

页数：17

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