Bullying Perpetration and Victimization in Special Education: A Review of the Literature

By Chad A. Rose, L. Monda-Amaya, Dorothy Espelage. 2011

464 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/780c29ae048f790444a5f1670c4c021f0d5ee090

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Polanin
2. Chad A. Rose
3. Dorothy Espelage
4. C. Simpson
5. Jun Sung Hong
6. Robert Thornberg
7. Melissa Stormont

In Education

1. J. Polanin
2. Dorothy Espelage
3. Chad A. Rose
4. Robert Thornberg
5. C. Simpson
6. Ze Wang
7. Ambra L. Green
8. June L. Preast

In Social Psychology

1. Dorothy Espelage
2. J. Polanin
3. Chad A. Rose
4. Robert Thornberg
5. Jun Sung Hong
6. C. Simpson
7. Melissa Stormont
8. Ze Wang

Citations in the corpus

• School bullying and fitting into the peer landscape: a grounded theory field study (2018, background): “Previous research has shown that pupils with disabilities and special educational needs (for a review, see Rose, Monda-Amaya, and Espelage 2011), including neuropsychiatric diagnoses such as ADHD (Fite et al. 2014; Holmberg and Hjern 2008; Taylor et al. 2010), are at higher risk of being bullied.”
• Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities (2015, background): “In separate systematic reviews, Rose, Monda-Amaya, and Espelage (2011) and McLaughlin, Byers, and Vaughn (2010) determined that two of the most common predictive factors for involvement of students with disabilities are low social and communication skills.”
• A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “Rose et al. (2011) purport that children and adolescents with disabilities experience victimization in school because they may be too passive or exhibit responses that may reinforce bullying behavior.”
• Bullying and Students With Disabilities: Examination of Disability Status and Educational Placement (2015, background): “…(Swearer et al., 2010), and the increasing evidence that students with disabilities are disproportionately involved within the bullying dynamic (Rose et al., 2011), it is important to ascertain whether disability status and special education placement serve as independent predictors of…”