Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to examine the predictive nature of depression, hostility, and self-esteem on victimization, bullying, fighting, bully-victimization, and reactive-victimization for a diverse sample of 1,183 adolescents with disabilities. Results suggest that victimization predicted bullying and fighting. In addition, lower levels of depression and higher levels of hostility predicted bullying and fighting; higher levels of depression, hostility, and lower levels of self-esteem predicted higher levels of victimization. Finally, higher levels of depression, hostility, and lower levels of self-esteem predicted bully-victim and reactive-victim status. Therefore, schools should begin to incorporate targeted interventions that address skill development, social and emotional learning, and emotion regulation to address escalated rates of bullying involvement for youth with disabilities.

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Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.

These findings do not support the notion that increased OAE levels in children with SCD are a consequence of abnormal medial olivocochlear system function as assessed with contralateral suppression of TEOAEs.

Bullying is a dynamic process that involves reciprocity between perpetration and victimization (Rose, Simpson, & Moss, 2015), where involvement is fluid across time and context (Gumpel, Zioni-Koren, & Bekerman, 2014; Ryoo, Wang, & Swearer, 2015; Salmivalli, 2010). The prevalence and adverse outcomes associated with school-aged bullying have resulted in all 50 states and the District of Columbia enacting antibullying legislation, and the U.S. Department of Civil Rights issuing guidance related to potential civil rights violations associated with bullying (see Yell, Katsiyannis, Rose, & Houchins, 2016, for review). Recent evidence suggests that approximately one in five students between the ages of 12 and 18 years report being bullied at school (U.S. Department of Education, 2015). Although a perpetrator profile is difficult to discern due to underlying contextual factors (Rivara & Le Menstrel, 2016), it is important to further understand specific attributes that may condition school-aged youth to engage in perpetration. For example, high and low levels of self-esteem have been linked to increased bully perpetration (Tsaousis, 2016). Understanding the interaction between self-esteem and bully perpetration may facilitate increased intervention efforts designed to reduce perpetration, thereby reducing the prevalence of bullying within the nation's schools. Defining Bullying Based on the social-ecological framework for bullying, which is an adaptation of Bronfenbrenner's (1977) Social-Ecological Model of Child Development, individual factors are influenced by exposure to complex social and environmental factors, including family, peer, school, community, and societal interactions (Espelage & Swearer, 2004; Hong & Espelage, 2012). These interactions are paramount to understanding bullying, which is defined as "any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated" (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014, p. 7). Therefore, bully perpetration represents a proactive form of physical, verbal, and relational aggression (Rose, Simpson, & Moss, 2015) that is grounded in intentionality, power 715733B HDXXX10.