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2. Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities.

Author

Espelage, Dorothy L., Forber-Pratt, Anjali, Rose, Chad A., Graves, Katherine A., Hanebutt, Rachel A., Sheikh, America El, Woolweaver, Ashley, Kenyon Milarsky, Tracey, Ingram, Katherine M., Robinson, Luz, Gomez, Angelica M., Chalfant, Pam K., Salama, Christine, and Poekert, Phil

Subjects
TEACHER development, CAREER development, SCHOOL bullying, BULLYING, STUDENTS with disabilities, SOCIAL emotional learning
Abstract

Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs. [ABSTRACT FROM AUTHOR]

Published
2024
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3. Pilot Evaluation of DIsability Anti-BuLlying (DIAL) Training for Elementary Special and General Education Teachers: Impact on Teacher Self-Efficacy Attitudes Toward Bullying and Student Outcomes

Author

Espelage, Dorothy L., Rose, Chad, Nickodem, Kyle, Robinson, Luz E., Sheikh, America El, Hanebutt, Rachel A., Forber-Pratt, Anjali, Graves, Katie, Valido, Alberto, Ingram, Katherine, Milarsky, Tracey K., Drescher, Anne, Ousley, Cannon, Mirielli, Lindsey, Gomez, Angelica M., Clements, Graceson, Salama, Christine, Chalfant, Pam, and Poekert, Phil

Abstract

Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores outcome data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly assignedto receive the DIAL intervention or delayed (control) intervention. All teachers (n= 65) responded to a self-report survey before and after module completion. Teachers completed measures on their teaching efficacy, interactions with students, and attitudes toward bullying and completed reports of social cognition, anxiety, and bullying for their K-5 students (n= 472). Teachers (n= 36) enrolled in the three intervention schools completed four online modules focused on improving attitudes, efficacy, and skills to prevent bullying/victimization for K-5 students with and without disabilities. Results indicated teachers who received the DIAL program reported higher levels of self-efficacy and lower levels of maladaptive attitudes toward bullying.

Published
2024
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