Abstract
The purpose of this study was to examine the risk and protective factors of peer victimization among young children with disabilities. This study analyzed data from the Pre-Elementary Education Longitudinal Study ( n =1,130) to test a path model that included child, family, and school characteristics at Year 1 and peer-relation difficulties and social skills at Year 2 to predict peer victimization among children with disabilities at Year 3. Children’s family and school factors had direct effects on children’s poorer social behaviors and language development, which had direct effects on peer-relation difficulties, which in turn increased peer victimization. Children’s prosocial skill development, facilitated by children’s receptive language ability, protects children with disabilities from peer victimization. Intervention implications are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
