Predicting Peer Victimization Among Young Children with Disabilities: Path Analysis of Risk and Protective Factors

Background: Peer victimization, also referred to as bullying, is a serious social problem that can negatively affect a child's psychosocial development and adjustment in schools, and may have lasting effects for bullies and victims, alike. Research suggests that manifestations associated with disability may involve some of the characteristics that have been identified as risk factors for victimization, such as problem behaviors, language impairment or impaired social relations (Knox & Conti-Ramsden, 2003; Sveinsson & Morris, 2006). School social workers are in a key position to initiate peer victimization interventions. Despite a sizeable body of literature and research on peer victimization, however, the subject has received little attention in the social work literature. Focusing on children with disabilities from preschool to early elementary school years, this study examined the pathways to peer victimization of children with disabilities including risk or protective factors.

Methods: This longitudinal study uses three waves of data from the Pre-Elementary Education Longitudinal Study (PEELS) secondary data set, collected from more than 3,000 children with disabilities nationwide by the U.S. Department of Education National Center for Special Education Research (NCSER). It surveyed the characteristics of children receiving preschool special education, services received, transitions across educational levels, peer victimization, and performance over time on academic and adaptive skills assessments. The PEELS study includes four waves of data collection—school years 2003-04, 2004-05, 2005-06, and 2008-2009. In addition, the study includes a longitudinal parent/assessment/teacher sample for waves 1-4. Focusing on children with disabilities from preschool to early elementary school years, this paper examines the pathways to the peer victimization among children with disabilities across waves 1-3 (N=1,117). The linkages between the characteristics associated with disabilities (i.e., problem behavior, low social skills, language ability) at wave 1, peer relationship difficulties (i.e., trouble playing/making friends), and peer victimization at wave 3 were examined. Statistical analyses include Pearson correlations and Structural Equation Modeling (SEM) with AMOS 17.0.

Results: The path model showed an acceptable fit to the data from the sample in this study: Chi-Square= 19.14, df = 11, p > .05, GFI=.99, CFI=.99, RMSEA=.03. Significant direct paths were found between characteristics associated with disabilities (i.e., externalizing problem behavior and language ability) and peer victimization of children with disabilities. The indirect paths of externalizing problem behavior, social skills, language ability, and developmental delay on peer victimization through peer relationship difficulties were significant. Structural equation models predicting peer victimization at wave 3 indicated that characteristics associated with disabilities at wave 1 operated through peer relationship difficulties at wave 2. This longitudinal study results show higher risk of peer victimization of children with disabilities and the pathways to their peer victimization through peer relationship difficulties.

Implications: The findings build an empirical base to understand the pathways regarding the risk and protective factors of peer victimization among young children with disabilities in school settings, and can inform the practice of social workers, teachers, and mental health professionals who are addressing both the prevention and effects of peer victimization.