Publication Date

2008-09-03

Availability

Open access

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Department

Teaching and Learning (Education)

Date of Defense

2008-05-22

First Committee Member

Batya Elbaum - Committee Chair

Second Committee Member

Marjorie Montague - Committee Member

Third Committee Member

Robert Moore - Committee Member

Fourth Committee Member

Kristen Lindahl - Committee Member

Abstract

Students who experience bullying have been shown to be at greater risk for forms of maladjustment including depression and loneliness (Hawker & Boulton, 2000), and social withdrawal (Olweus, 1993). Research indicates that bullying is especially severe in middle schools (Boulton & Underwood, 1992; NCES, 2002; Olweus 1993). Students with learning disabilities (LD) are considered to be particularly at risk due to the frequent co-occurrence of poor social skills with learning disabilities (Fox & Boulton, 2005). This study examined the percentage of victims, bullies, bully-victims and non-participants in bullying as reported by a sample of 255 students (144 with LD) attending public middle school in a large, urban Southeastern school district. Classification of students into the four bullying groups was based on students' responses on the Revised Bullying Victim Questionnaire (RBVQ; Olweus, 1996). Chi-square analysis indicated that students with LD were not more frequently classified as victims of bullying than their peers without LD. Students' social skills were measured by means of the Social Skills Rating Scale- Teacher Form (SSRS; Gresham & Elliott, 1990). Results of a discriminant function analysis using scores on the three subscales of the SSRS-T as predictors indicated that students' social skills were not significantly associated with victim/non-victim status.

Keywords

Teasing; Middle Schools; Special Education; Learning Disabilities; Bullying

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