Teacher Ratings and Peer Nominations of Bullying and Other Behaviour of Children With and Without Learning Difficulties

By D. Nabuzoka. 2003

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/eea44b6cbe51a08c1746b885a72192861fb02b6f

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Comparative Study of Bullying Victimization Among Students in General and Special Education (2015, background): “…that students receiving special education services are at a high risk of being bullied or harassed (Mishna, 2003; Morrison, Furlong, & Smith, 1994; Nabuzoka, 2003), there is a need for replication studies to compare the pattern and prevalence of reported victimization as well as gender and grade…”
Peer Victimization in Children with Learning Disabilities (2008, background): “The social skills deficits of these youth may be indicative of an inability to decode social cues from others, causing them to be viewed as uncooperative or prime targets for aggressors ( Nabuzoka 2003 ).”
Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals (2006, background): “Children, in contrast, observe each other in comparatively unstructured settings such as recess and the hallways (Nabuzoka, 2003).”
Bullying and victimisation rates among students in general and special education: a comparative analysis (2009, background): “Additionally, students with disabilities may be at greater risk for victimisation because they lack the appropriate socialising behaviours that help them avoid being victimised (Nabuzoka, 2003).”
Bullying Perpetration and Victimization in Special Education: A Review of the Literature (2011, background): “Nabuzoka (2003) states that these students can be at less risk if they understand and exhibit appropriate social behaviors that help them avoid being victimized; if they have difficulty comprehending social cues or applying strategies to avoid victimization, they become targets of bullying.”
Cyberbullying in Greek Adolescents: The Role of Parents☆ (2014, background): “Gender as a cyberbullying predictor Many studies have revealed that boys are more prone to becoming perpetrators or victims of traditional bullying than girls (Hoover & Olsen, 2001; Nabuzoka, 2003; Pellegrini & Bartini, 2000), while some other studies indicate that boys and girls are equally likely ”
Bullying in Adolescents Who Stutter: Communicative Competence and Self-Esteem (2004, background): “…who are reported to be victims of bullying (Bond et al., 2001; 76 CONTEMPORARY ISSUES IN COMMUNICATION SCIENCE AND DISORDERS • Volume 31 • 69–79 • Spring 2004 Johnson et al., 2002; Knox & Conti-Ramsden 2003; Mishna, 2003; Nabuzoka, 2003; Nabuzoka & Smith, 1993, 1999; Whitney & Smith, 1993).”
What Can Be Done About School Bullying? (2010, unknown): “…been assessed using direct observations (e.g., Craig, Pepler, & Atlas, 2000; Frey et al., 2009; Tapper & Boulton, 2005), teacher ratings (Nabuzoka, 2003), parent reports (Nordhagen, Neilsen, Stigum, & Kohler, 2005), peer nominations (Vaillancourt et al., 2003; Veenstra et al., 2005),…”
Identification of Bullies and Victims (2004, background): “In contrast, Nabuzoka (2003) found a statistically nonsignificant correlation (Spearman’s rho) of just .15 between peer and teacher ratings with a sample of 55 children (ages 8-12) and their teachers.”
Chinese teachers' perceptions of students' classroom misbehaviour (2008, unknown): “Students might have different perspectives (Infantino & Little, 2005; Nabuzoka, 2003; Raviv, Raviv, & Reisel, 1990; Xin, Zhou, Bray, & Kehle, 2003).”