| Autor: |
Rose, Chad A., Graves, Katherine A., Espelage, Dorothy L., Valido, Alberto, Robinson, Luz E., Mirielli, Lindsey, Ousley, Cannon |
| Zdroj: |
International Journal of Bullying Prevention; 20240101, Issue: Preprints p1-12, 12p |
| Abstrakt: |
The current study explores the distal effects of the Disability Anti-Bullying (DIAL) Professional Development on student outcomes. Specifically, this study explored the pre/post reports of bullying involvement among youth with disabilities (i.e., with an Individualized Education Plan [IEP]) and youth identified as gifted and talented (i.e., with an Education Plan [EP]) whose teachers either received or did not receive the DIAL PD. The results indicated that students with an IEP whose teachers received the intervention self-reported decreased bullying behaviors and increased prosocial behavior. Conversely, students with an EP whose teachers received the intervention, self-reported opposite effects. While unexpected, this finding should be considered with caution. The intervention the participants in this study received did not include information relating to students who are gifted, hence why the results may be a result of natural self-reporting at the beginning and the end of the school year. |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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