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

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

doi:10.1007/s42380-023-00168-8

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

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

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

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 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.

Original language	English (US)
Journal	International Journal of Bullying Prevention
DOIs	https://doi.org/10.1007/s42380-023-00168-8
State	Accepted/In press - 2023
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Nature Switzerland AG.

Keywords

Bullying
Disabilities
Elementary school
Professional development
Teachers

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Publisher link

10.1007/s42380-023-00168-8

Cite this

Espelage, D. L., Rose, C., Nickodem, K., Robinson, L. E., Sheikh, A. E., Hanebutt, R. A., Forber-Pratt, A., Graves, K., Valido, A., Ingram, K., Milarsky, T. K., Drescher, A., Ousley, C., Mirielli, L., Gomez, A. M., Clements, G., Salama, C., Chalfant, P., & Poekert, P. (Accepted/In press). 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. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00168-8

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. / Espelage, Dorothy L.; Rose, Chad; Nickodem, Kyle et al.
In: International Journal of Bullying Prevention, 2023.

Research output: Contribution to journal › Article › peer-review

Espelage, DL, Rose, C, Nickodem, K, Robinson, LE, Sheikh, AE, Hanebutt, RA, Forber-Pratt, A, Graves, K, Valido, A, Ingram, K, Milarsky, TK, Drescher, A, Ousley, C, Mirielli, L, Gomez, AM, Clements, G, Salama, C, Chalfant, P & Poekert, P 2023, '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', International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00168-8

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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 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.",

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doi = "10.1007/s42380-023-00168-8",

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AU - Drescher, Anne

AU - Ousley, Cannon

AU - Mirielli, Lindsey

AU - Gomez, Angelica M.

AU - Clements, Graceson

AU - Salama, Christine

AU - Chalfant, Pam

AU - Poekert, Phil

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AB - 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.

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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

Abstract

Bibliographical note

Keywords

UN SDGs

Publisher link

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Cite this