Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at a higher risk of experiencing bully victimization compared with peers with and without disabilities. Yet the association between ADHD subtypes and bully victimization is not well understood. The current study examines which set of behaviors related to ADHD subtypes is influential in determining whether students are victimized. Using a latent class growth analysis, students with ADHD in a nationally representative special education sample ( n = 291) were grouped by victimization trajectory. Latent class analysis revealed three victimization profiles. Approximately one third of participants (35%) experienced moderately high victimization decreasing over time. A slightly larger group reported consistently low victimization (39%), and one fourth (25%) reported consistently high victimization. Behaviors representing inattention and hyperactivity/impulsivity were examined as covariates in the model. Hyperactive/impulsive behaviors were predictive of latent class assignment, initial victimization, and the trajectory of victimization. Study limitations are discussed. Recommendations are made to inform the creation of interventions tailored for students who have ADHD.
Racially and ethnically diverse youth who experience mental health challenges, particularly low-income Latino, Black, and American Indian children, may be at risk of not receiving needed psychological support because of financial and social barriers to mental health care access (Blake, Nero, & Rodriguez, 2011;Kataoka, Zhang, & Wells, 2002;Novins & Bess, 2011). Considering the significant amount of time that children spend at school, schools represent an ideal setting to provide mental health services to youth who lack resources for continuous psychological treatment. When considering how to best support the mental health needs of youth from ethnically diverse backgrounds, scholars and psychologists must consider the intertwining and confounding effects of a variety of factors, including individual and community poverty, exposure to violence and trauma, and systems of oppression that may be inherent in social constructs of race and gender (Collins, 2000
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.