An Investigation of Different Informants' Ratings for Bullying, Victimization, and Other Related Behaviors of Students With and Without Behavioral Disorders
2011 Annual Meeting of the American Educational Research Association
New Orleans, Louisiana
Students with BD (n=14), their peers (n=130), and general education teachers (n=19) completed the Peer Relationship Survey (PRS). Self-, peer-, and teacher-ratings all indicated that students with BD were more involved in bullying as bullies, victims, and bully/victims than non-BD students. Compared to peer ratings, which is the most valid source of assessing bullying related behaviors, both self-and teacher- ratings reported a higher percentage of bullying involvement among students with BD. The correlation between self-, peer-, and teacher-ratings on all six bullying related behaviors of non-BD students was generally significant. However, such correlations were not found between self-, peer-, and teacher-ratings for students with BD. Using self- or teacher- reports alone may not be adequate when assessing students with BD for their bullying related behaviors and requires caution.
correlation, multiple information ratings, bullying status, bullying behaviors, behavior disorders
Education | Social and Philosophical Foundations of Education
Jeong-il Cho (2011).
An Investigation of Different Informants' Ratings for Bullying, Victimization, and Other Related Behaviors of Students With and Without Behavioral Disorders. Presented at 2011 Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.
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