An Example Using the BASC-2 Behavioral and Emotional Screening System (BESS)

Stiffler, Meghan C.; Dever, Bridget V.

doi:10.1007/978-3-319-19171-3_7

Cited by 1 publication

(1 citation statement)

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“…Our findings underscore the importance of considering the unique interpersonal and demographic characteristics that predict victimization and bully-victimization risk for students with disabilities. We recommend that schools implement behavioral and emotional screening in tandem with school-wide bullying assessments to assist teachers and school psychologists with identifying adolescents with disabilities who exhibit internalizing and externalizing behaviors that place them at risk for being victimized (Blake, 2015;Kamphaus, DiStefano, Dowdy, Eklund, & Dunn, 2010;Stiffler & Dever, 2015). School-wide behavioral and emotional screening can aid in the identification of students with elevated internalizing and externalizing symptoms who require more intensive individualized support services to reduce bullying (Blake, Banks, Patience, & Lund, 2015).…”

Section: Implications For Practice and Future Researchmentioning

confidence: 99%

Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk Among High School Students With Disabilities

Blake

Zhou

Kwok

et al. 2016

Remedial and Special Education

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The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents’ involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study–2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial regression analyses indicated that internalizing symptoms and interpersonal skills were significant predictors of victimization and bully-victimization risk, respectively. Disability status emerged as a significant predictor only for bullying behavior. Ethnic differences were found for victimization roles, but not for bullying, suggesting that Caucasian students were most vulnerable to being the target of bullying or serving dual roles as bully-victims relative to students from other ethnic backgrounds. Implications for these findings are discussed.

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Section: Implications For Practice and Future Researchmentioning

confidence: 99%