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- All Subjects: Special Education
- All Subjects: Victims of bullying
- Creators: Caterino, Linda C
Description
This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
ContributorsRandall, Megan (Author) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category from 2009-2013 was analyzed. Two main research questions were addressed: how RTI influenced the psychoeducational evaluation process, and how this process differed for CLD and non-CLD students. Findings indicated variability in the incorporation of RTI in evaluation reports, with an increase across time in the tendency to reference the prereferral intervention process. However, actual RTI data was present in a minority of reports, with the inclusion of such data more common for reading than other academic areas, as well as more likely for elementary students than secondary students. Contrary to expectations, RTI did not play a larger role in evaluation reports for CLD students than reports for non-CLD students. Evaluations of CLD students also did not demonstrate greater variability in the use of traditional assessments, and were more likely to rely on nonverbal cognitive measures than evaluations of non-CLD students. Methods by which practitioners addressed linguistic proficiency were variable, with parent input, educational history, and individually-administered proficiency test data commonly used. Assessment practices identified in this study are interpreted in the context of best practice recommendations.
ContributorsPlanck, Jennifer A (Author) / Caterino, Linda C (Thesis advisor) / Stamm, Jill (Committee member) / Cohen, Sylvia A. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD.
ContributorsKaprolet, Charles M (Author) / Sullivan, Amanda L (Thesis advisor) / Caterino, Linda C (Committee member) / Yu, Chong Ho (Committee member) / Arizona State University (Publisher)
Created2011
Description
It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual experiences.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Dumka, Larry (Committee member) / Jager, Justin (Committee member) / Kochel, Karen P (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2016