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

被引：0

作者：

Dorothy L. Espelage ^{[1
]}

Chad Rose ^{[2
]}

Kyle Nickodem ^{[1
]}

Luz E. Robinson ^{[1
]}

America El Sheikh ^{[3
]}

Rachel A. Hanebutt ^{[4
]}

Anjali Forber-Pratt ^{[5
]}

Katie Graves ^{[2
]}

Alberto Valido ^{[1
]}

Katherine Ingram ^{[1
]}

Tracey K. Milarsky ^{[2
]}

Anne Drescher ^{[1
]}

Cannon Ousley ^{[2
]}

Lindsey Mirielli ^{[2
]}

Angelica M. Gomez ^{[3
]}

Graceson Clements ^{[1
]}

Christine Salama ^{[3
]}

Pam Chalfant ^{[3
]}

Phil Poekert ^{[3
]}

机构：

[1] University of North Carolina at Chapel Hill,School of Education

[2] University of Missouri,College of Education and Human Development

[3] University of Florida,Lastinger Center, College of Education

[4] Vanderbilt University,undefined

[5] Vanderbilt University,undefined

来源：

International Journal of Bullying Prevention | 2024年 / 6卷 / 4期

关键词：

Bullying; Professional development; Elementary school; Disabilities; Teachers;

D O I：

10.1007/s42380-023-00168-8

中图分类号：

学科分类号：

摘要：

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 assigned to 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.

引用

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页码：434 / 448

页数：14

共 2 条

[1] THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS
Tzivinikou, Sotiria
PROBLEMS OF EDUCATION IN THE 21ST CENTURY, 2015, 64 : 95 - 107
[2] South Korean Preservice Teachers' Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education
Woo, Heejin
Cumming, Therese M.
JOURNAL FOR THE EDUCATION OF THE GIFTED, 2023, 46 (04) : 374 - 397

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