Special Topic: Early Childhood Assessment and Intervention
Correspondence regarding this article should be addressed to George G. Bear, School of Education, University of Delaware, Newark, DE 19709; e-mail:
George G. Bear, PhD, is a professor of school psychology at the University of Delaware. His journal articles and books have focused primarily on classroom management; school discipline; and children's social, emotional, and moral development. More recently, his research has centered on school climate, including its assessment, relations with important student outcomes, and cross-cultural comparisons.
Lindsey Mantz, MA, is a doctoral candidate for a PhD in Education, with specialization in school psychology, at the University of Delaware. Her research interests are in the areas of school climate and children's social and emotional development. Her dissertation will focus on how students' self-discipline is related to their perceptions of school climate.
Joseph J. Glutting, PhD, is a professor of evaluation, measurement, and statistics at the University of Delaware. He has published over 100 juried-journal articles, as well as multiple book chapters and five psychological tests.
Chunyan Yang, MA, EdS, is a doctoral candidate for a PhD in Education, with specialization in school psychology, at the University of Delaware. She is currently a school psychologist at Poudre School District in Fort Collins, CO, and is completing her dissertation on the relations among bullying victimization, student engagement, and the social–emotional learning approach. An additional major area of research interest is school climate.
Deborah Boyer, MS, is the director of the School-Age Services Unit at the University of Delaware's Center for Disabilities Studies and the codirector of the statewide Delaware Positive Behavior Support Initiative. Her research interests include school climate, bullying prevention, and implementation of Tier 2 and 3 evidence-based interventions in schools.
Associate Editor: Shannon Suldo
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.
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