Differences in Bullying Victimization Between Students With and Without Disabilities

被引：59

作者：

Bear, George G. ^{[1
]}

Mantz, Lindsey S. ^{[1
]}

Glutting, Joseph J. ^{[1
]}

Yang, Chunyan ^{[1
]}

Boyer, Deborah E. ^{[2
]}

机构：

[1] Univ Delaware, Sch Educ, Newark, DE 19709 USA

[2] Univ Delaware, Ctr Disabil Studies, Sch Age Serv Unit, Newark, DE 19709 USA

来源：

SCHOOL PSYCHOLOGY REVIEW | 2015年 / 44卷 / 01期

关键词：

SPECIAL-EDUCATION; PEER VICTIMIZATION; CHILDREN; SCHOOL; PERPETRATION; ADJUSTMENT; DEFICITS; RATES; RISK; ADHD;

D O I：

10.17105/SPR44-1.98-116

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The sample consisted of 1,027 parents or guardians of children with disabilities and 11,500 parents or guardians of children without disabilities who reported the frequency with which their children experienced bullying in general and 12 specific behaviors associated with verbal, physical, and social-relational bullying. Prevalence rates and odds ratios (ORs) differed considerably based not only on disability type but also on the classification criteria used. For both conceptual and practical reasons, it is recommended that bullying victims be considered those who experience bullying-related behaviors frequently and repetitively as opposed to only sometimes.

引用

页码：98 / 116

页数：19

共 57 条

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