Abstract
Cross-rater agreement on bullying, victimization, and related behaviors of middle school students with and without behavioral disorders (BD) was investigated. Students with BD (n = 11), their peers (n = 90), and general education teachers (n = 10) completed the Peer Relationship Survey (PRS), a non-anonymous measurement scale. The results of self-, peer-, and teacher-ratings each indicate that students with BD were seldom, if ever, identified as bullies (0%, 9%, and 0%, respectively) and that they are more often identified as victims (64%, 55%, and 55%, respectively) and bully/victims (23%, 12%, and 19%, respectively) than their peers. The level of agreement between self-, peer-, and teacher-ratings of bullying and related behaviors was generally significant for peers (students without BD). However, agreement between self-ratings and ratings of other informants for the behaviors of students with BD was limited or nonexistent. Use of stand-alone self-ratings may not be adequate for developing effective bullying prevention and intervention approaches. The high level of self-reports of bullying involvement by students with and without BD has implications for classroom curriculum and school policy.
Recommended Citation
Cho, Jeong-il; Hendrickson, Jo M.; and Yi, HyunSook
(2020)
"Cross-informant Agreement on Bullying and Victimization of Middle School Students with and without Behavioral Disorders,"
Mid-Western Educational Researcher: Vol. 32:
Iss.
2, Article 2.
Available at:
https://scholarworks.bgsu.edu/mwer/vol32/iss2/2
