Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis

European Journal of Special Needs Education

Volumn 33, Issue 2, 2018, Pages 235-253

  Krull, Johanna ^a   Wilbert, Jürgen ^b   Hennemann, Thomas ^a  

^a UNIVERSITY OF COLOGNE   (Germany)

^b UNIVERSITY OF POTSDAM   (Germany)

Author keywords

cross lagged panel design; emotional behaviour disorders; Inclusive education; learning disabilities; primary school; social exclusion

Indexed keywords

ARTICLE; CHILD; COMPARATIVE STUDY; CORRELATION ANALYSIS; CORRELATIONAL STUDY; CROSS-SECTIONAL STUDY; EMPIRICAL RESEARCH; FEMALE; HEARING DISORDER; HUMAN; INTELLECTUAL IMPAIRMENT; LANGUAGE DISABILITY; LEARNING DISORDER; LONGITUDINAL STUDY; MAJOR CLINICAL STUDY; MALE; MIGRATION; PHYSICAL DISABILITY; PRIMARY SCHOOL; PRIORITY JOURNAL; PROBLEM BEHAVIOR; SCHOOL DROPOUT; SEX DIFFERENCE; SOCIAL ACCEPTANCE; SOCIAL EXCLUSION; SOCIAL REJECTION; SOCIOMETRIC STATUS; VISUAL DISORDER;

EID: 85041108256     PISSN: 08856257     EISSN: 1469591X     Source Type: Journal    
DOI: 10.1080/08856257.2018.1424780     Document Type: Article

References (95)

1. Archer, J., 2004. “Sex Differences in Aggression in Real-world Settings: A Meta-analytic Review.” Review of General Psychology 8 (4): 291–322. doi:10.1037/1089-2680.8.4.291.
2. Ato, E., M. D., Galián, and M. A., Fernández-Vilar. 2014. “Gender as Predictor of Social Rejection: The Mediating/Moderating Role of Effortful Control and Parenting.” Anales des Psicologia 30 (3): 1069–1078. doi:10.6018/analesps.30.3.193171.
3. Avramidis, E., 2010. “Social Relationships of Pupils with Special Educational Needs in the Mainstream Primary Class: Peer Group Membership and Peer‐assessed Social Behaviour.” European Journal of Special Needs Education 25 (4): 413–429. doi:10.1080/08856257.2010.513550.
4. Avramidis, E., 2012. “Self-concept, Social Position and Social Participation of Pupils with SEN in Mainstream Primary Schools.” Research Papers in Education 28 (4): 421–442. doi:10.1080/02671522.2012.673006.
5. Bagwell, C. L., 2004. “Friendships, Peer Networks, and Antisocial Behavior.” In Children’s Peer Relations: From Development to Intervention, edited by J. B., Kupersmidt and K. A., Dodge, 37–57. Washington, DC: American Psychological Association.10.1037/10653-000
6. Bagwell, C. J., A. F., Newcomb, and W. M., Bukowski. 1998. “Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment.” Child Development 69: 140–153. doi:10.1111/j.1467-8624.1998.tb06139.x.
7. Bakker, J. T. A., and A. M. T., Bosman. 2003. “Self-image and Peer Acceptance of Dutch Students in Regular and Special Education.” Learning Disability Quarterly 26 (1): 5–14. doi:10.2307/1593680.
8. Baydik, B., and H., Bakkaloğlu. 2009. “Predictors of Sociometric Status for Low Socioeconomic Status Slementary Mainstreamed Students with and without Special Needs.” Kuram ve Uygulamada Egitim Bilimleri 9 (2): 435–447. http://files.eric.ed.gov/fulltext/EJ847760.pdf.
9. Bierman, K. L., 2004. Peer Rejection: Developmental Processes and Interventions Strategies. New York: The Guilford Press.
10. Bierman, K. L., and C. J., Powers. 2011. “Social Skills Training to Improve Peer Relations.” In Handbook of Peer Interactions, Relationships, and Groups, edited by K. H., Rubin, W. M., Bukowski, and B., Laursen, 603–621. New York: The Guilford Press.
11. Blatchford, P., A. D., Pellegrini, and E., Baines. 2016. The Child at School: Interactions with Peers and Teachers. 2nd ed. New York: Routledge.
12. Bless, G., 2000. “Schulische und außerschulische Integration behinderter Menschen unter psychologischen Aspekten: Lernbehinderungen.” [School-related and Non School-related Integration of Persons with SEN with Focus on Psychological Aspects: Learning Disabilities.] In Handbuch der sonderpädagogischen Psychologie [Handbook of Special Educational Psychology], edited by J., Borchert, 440–453. Göttingen: Hogrefe.
13. Bless, G., and K., Mohr. 2007. “Die Effekte von Sonderunterricht und gemeinsamem Unterricht auf die Entwicklung von Kindern mit Lernbehinderungen.” [Effects of Special and Inclusive Education on the Development of Children with Learning Disabilities.] In Sonderpädagogik des Lernens [Special Needs Education: Learning Disabilities], edited by J., Walter and F. B., Wember, 375–383. Göttingen: Hogrefe.
14. Boivin, M., and F., Vitaro. 1995. “The Impact of Peer Relationships on Aggression in Childhood: Inhibition through Coercion or Promotion through Peer Support.” In Coercion and Punishment in Long-term Perspectives, edited by J., McCord, 183–197. New York: Cambridge University Press.10.1017/CBO9780511527906
15. Bossaert, G., A. A., de Boer, P., Frostad, S. J., Pijl, and K., Petry. 2015. “Social Participation of Students with Special Educational Needs in Different Educational Systems.” Irish Educational Studies 34 (1): 43–54. doi:10.1080/03323315.2015.1010703.
16. Cairns, R. B., B. D., Cairns, H. J., Neckerman, S. D., Gest, and J. L., Gariépy. 1988. “Social Networks and Aggressive Behavior: Peer Support or Peer Rejection?” Developmental Psychology 24 (6): 815–823. doi:10.1037/0012-1649.24.6.815.
17. Chang, L., 2004. “The Role of Classroom Norms in Contextualizing the Relations of Children’s Social Behaviors to Peer Acceptance.” Developmental Psychology 40 (5): 691–702. doi:10.1037/0012-1649.40.5.691.
18. Cillessen, A. H. N., 2011. “Sociometric Methods.” In Handbook of Peer Interactions, Relationships, and Groups, edited by K. H., Rubin, W. M., Bukowski, and B., Laursen, 82–99. New York: The Guilford Press.
19. Cloerkes, G., 2007. Soziologie der Behinderten. Eine Einführung [Sociology of Persons with Disabilities: An Introduction]. 3rd ed. Heidelberg: Universitätsverlag Winter.
20. Coie, J. D., and K. A., Dodge. 1983. “Continuities and Changes in Children’s Social Status: A Five Year Longitudinal Study.” Merrill-Palmer Quarterly 29 (3): 261–282. http://www.jstor.org/stable/23086262.
21. Coie, J. D., K. A., Dodge, and H., Coppotelli. 1982. “Dimensions and Types of Social Status: A Cross-age Perspective.” Developmental Psychology 18 (4): 557–570. doi:10.1037/0022-006X.64.2.282.
22. Coie, J. D., K. A., Dodge, and J. B., Kupersmidt. 1990. “Peer Group Behaviour and Social Status.” In Peer Rejection in Childhood, edited by S. R., Asher and J. D., Coie, 17–59. Cambridge: Cambridge University Press.
23. Coie, J. D., K. A., Dodge, R., Terry, and V., Wright. 1991. “The Role of Aggression in Peer Relations: An Analysis of Aggression Episodes in Boys’ Play Groups.” Child Development 62 (4): 812–826. doi:10.2307/1131179.
24. Deci, E. L., and R. M., Ryan. 1985. Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum.10.1007/978-1-4899-2271-7
25. Deci, E. L., and R. M., Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-determination of Behavior.” Psychological Inquiry 11 (4): 227–268. doi:10.1207/S15327965PLI1104_01.
26. Dobbs, J., and D. H., Arnold. 2009. “Relationship between Preschool Teachers’ Reports of Children’s Behavior and Their Behavior toward Those Children.” School Psychology Quarterly 24 (2): 95–105. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2860963/pdf/nihms-184484.pdf.10.1037/a0016157
27. Dodge, K. A., J. E., Lansford, V. S., Burks, J. E., Bates, G. S., Pettit, R., Fontaine, and J. M., Price. 2003. “Peer Rejection and Social Information-processing Factors in the Development of Aggressive Behavior Problems in Children.” Child Development 74 (2): 374–393.10.1111/cdev.2003.74.issue-2
28. Estell, D. B., M. H., Jones, R., Pearl, R., van Acker, T. W., Farmer, and P. C., Rodkin. 2008. “Peer Groups, Popularity, and Social Preference.” Journal of Learning Disabilities 41 (1): 5–14. doi:10.1177/0022219407310993.
29. Frederickson, N. L., and A. F., Furnham. 2004. “Peer-assessed Behavioural Characteristics and Sociometric Rejection: Differences between Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers.” British Journal of Educational Psychology 74 (3): 391–410. doi:10.1348/0007099041552305.
30. Gale, T., 2008. “Sociometry.” International Encyclopedia of the Social Science. Accessed April 3, 2017. http://www.encyclopedia.com/social-sciences/applied-and-social-sciences-magazines/sociometry-0
31. Garrote, A., 2016. “Soziale Teilhabe von Kindern in inklusiven Klassen.” [Social Participation of Pupils in Inclusive Classes.] Empirische Pädagogik 30 (2): 67–80.
32. Garrote, A., 2017. “The Relationship between Social Participation and Social Skills of Pupils with an Intellectual Disability: A Study in Inclusive Classrooms.” Frontline Learning Research 5 (1): 25–40. doi:10.14786/flr.v5i1.266.
33. Garrote, A., R., Sermier Dessemontet, and E., Moser Opitz. 2017. “Facilitating the Social Participation of Pupils with Special Educational Needs in Mainstream Schools: A Review of School-Based Interventions.” Educational Research Review 20 (1): 12–23. doi:10.1016/j.edurev.2016.11.001.
34. Gasteiger-Klicpera, B., and C., Klicpera. 1997. “Aggressivität und soziale Stellung in der Klassengemeinschaft.” [Aggressiveness and Social Position within the Classroom.] Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 25 (2): 139–150.
35. Ginsburg-Block, M. D., C. A., Rohrbeck, and J. W., Fantuzzo. 2006. “A Meta-analytic Review of Social, Self-concept, and Behavioral Outcomes of Peer-assisted Learning.” Journal of Educational Psychology 98 (4): 732–749. doi:10.1037/0022-0663.98.4.732.
36. Goetze, H., 2008. “Verhaltensgestörte in Integrationsklassen–Fiktionen und Fakten.” [Students with Emotional-behavior Disorders in Regular Schools–Fictions and Facts.] Heilpädagogik Online 7 (2): 32–52. http://www.sonderpaedagoge.de/hpo/2008/heilpaedagogik_online_0208.pdf.
37. Graham, S., A. Z., Taylor, and A., Ho. 2011. “Race and Ethnicity in Peer Relations Research.” In Handbook of Peer Interactions, Relationships, and Groups, edited by K. H., Rubin, W. M., Bukowski, and B., Laursen, 394–413. New York: The Guilford Press.
38. Hascher, T., 2010. “Wellbeing.” In International Encyclopedia of Education. 3rd ed., Vol. 6, edited by P., Peterson, E., Baker, and B., McGaw, 732–738. Oxford: Elsevier.10.1016/B978-0-08-044894-7.00633-3
39. Hennemann, T., J., Wilbert, and C., Hillenbrand. 2014. Wissenschaftliche Begleitung im Rahmen der Umsetzung zu inklusiven Schule im Kreis Mettmann (Mehrebenenanalyse 2010–2012). Abschlussbericht [Evaluation of the Research Project ‘Schools on their Way to Inclusion’. (Multilevel Analysis 2010–2012). Final Report]. Cologne: University of Cologne. https://www.hf.uni-koeln.de/data/e/File/Abschlussbericht%20Mettmann.pdf.
40. Hoge, R. D., and T., Coladarci. 1989. “Teacher-based Judgments of Academic Achievement: A Review of Literature.” Review of Educational Research 59 (3): 297–313. http://www.jstor.org/stable/1170184.10.3102/00346543059003297
41. Hu, L.-T., and P. M., Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
42. Huber, C., 2008. “Jenseits des Modellversuchs: Soziale Integration von Schülern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht–Eine Evaluationsstudie.” [Social Integration of Students with Special Educational Needs in Mainstream Education.] Heilpädagogische Forschung 34 (1): 2–14.
43. Huber, C., and J., Wilbert. 2012. “Soziale Ausgrenzung von Schülern mit sonderpädagogischem Förderbedarf und niedrigen Schulleistungen im gemeinsamen Unterricht.” [Social Exclusion of Students with Special Educational Needs and Low Academic Achievement Placed in General Education Classrooms.] Empirische Sonderpädagogik 4 (2): 147–165. http://www.pedocs.de/volltexte/2014/9296/pdf/ESP_2012_2_Huber_Wilbert_Soziale_Ausgrenzung.pdf.
44. Jia, M., and A. Y., Mikami. 2015. “Peer Preference and Friendship Quantity in Children with Externalizing Behavior: Distinct Influences on Bully Status and Victim Status.” Journal of Abnormal Child Psychology 43 (5): 957–969. doi:10.1007/s10802-014-9956-8.
45. Jiang, X. L., and A. H. N., Cillessen. 2005. “Stability of Continuous Measures of Sociometric Status: A Meta-analysis.” Developmental Review 25 (1): 1–25. doi:10.1016/j.dr.2004.08.008.
46. Kavale, K. A., and S. R., Forness. 1996. “Social Skill Deficits and Learning Disabilities: A Meta-analysis.” Journal of Learning Disabilities 29 (3): 226–237. doi:10.1177/002221949602900301.
47. Kline, R. B., 2016. Principles and Practice of Structural Equation Modeling. 4th ed. New York: The Guilford Press.
48. KMK (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany). 2016a. “Sonderpädagogische Förderung in allgemeinen Schulen (ohne Förderschulen) 2015/2016.” [Children with Special Educational Needs in Regular Schools (without Special Schools) 2015/2016.] Accessed April 1, 2017. https://www.kmk.org/fileadmin/Dateien/pdf/Statistik/Dokumentationen/Aus_SoPae_Int_2015.pdf
49. KMK (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany). 2016b. “Sonderpädagogische Förderung in Schulen 2005 bis 2014.” [Children with Special Educational Needs in Schools: 2005 until 2014.] Accessed April 1, 2017. https://www.kmk.org/fileadmin/Dateien/pdf/Statistik/Dokumentationen/Dok_210_SoPae_2014.pdf
50. Koster, M., S. J., Pijl, H., Nakken, and E. J., van Houten. 2010. “Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands.” International Journal of Disability, Development and Education 57 (1): 59–75. doi:10.1080/10349120903537905.
51. Krapp, A., and R. M., Ryan. 2002. “Selbstwirksamkeit und Lernmotivation. Eine kritische Betrachtung der Theorie von Bandura aus der Sicht der Selbstbestimmungstheorie und der pädagogisch-psychologischen Interessenstheorie.” [Self-efficacy and Learning Motivation.] In Selbstwirksamkeit Und Motivationsprozesse in Bildungsinstitutionen [Self-efficacy and Motivational Proceesses in Educational Institutions], edited by M., Jerusalem and D., Hopf, 54–82. Zeitschrift für Pädagogik, Beiheft 44. Weinheim: Beltz.
52. Kronig, W., U., Haeberlin, and M., Eckhart. 2000. Immigrantenkinder und schulische Selektion. Pädagogische Visionen, theoretische Erklärungen und empirische Untersuchungen zur Wirkung integrierender und separierender Schulformen in den Grundschuljahren [Children of Immigrants and Educational Selection in Schools]. Bern: Haupt.
53. Krull, J., J., Wilbert, and T., Hennemann. 2014a. “Soziale Ausgrenzung von Erstklässlerinnen und Erstklässlern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht.” [Social Rejection of First-graders with Special Educational Needs in General Education Classrooms.] Empirische Sonderpädagogik 6 (1): 59–75. http://www.psychologie-aktuell.com/fileadmin/download/esp/3-2015_20150904/esp_3-2015_241-257.pdf.
54. Krull, J., J., Wilbert, and T., Hennemann. 2014b. “The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes.” Learning Disabilities: A Contemporary Journal 12 (2): 169–190.
55. Kulawiak, P. R., and J., Wilbert. 2015. “Methoden zur Analyse der sozialen Integration von Schulkindern mit sonderpädagogischem Förderbedarf im gemeinsamen Unterricht.” [Methods for Analyzing the Social Integration of Children with Special Educational Needs in Mainstream Education.] Empirische Sonderpädagogik 7 (3): 241–257. http://www.psychologie-aktuell.com/fileadmin/download/esp/3-2015_20150904/esp_3-2015_241-257.pdf.
56. Kullmann, H., S., Geist, and B., Lütje-Klose. 2015. “Erfassung schulischen Wohlbefindens in inklusiven Schulen.” [Measuring Social and Emotional Well-being in Inclusive Schools.] In Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen [Academic Achievement of Students with Special Educational Needs in Mainstream Education], edited by P., Kuhl, P., Stanat, B., Lütje-Klose, C., Gresch, H. A., Pant, and M., Prenzel, 301–333. Wiesbaden: VS Verlag für Sozialwissenschaften.
57. Kupersmidt, J. B., and J. D., Coie. 1990. “Preadolescent Peer Status, Aggression, and School Adjustment as Predictors of Externalizing Problems in Adolescence.” Child Development 61: 1350–1362. doi:10.1111/j.1467-8624.1990.tb02866.x.
58. Ladd, G. W., and W., Troop-Gordon. 2003. “The Role of Chronic Peer Difficulties in the Development of Children’s Psychological Adjustment Problems.” Child Development 74: 1344–1367. doi:10.1111/1467-8624.00611.
59. Laird, R. D., K. Y., Jordan, K. A., Dodge, G. S., Pettit, and J. E., Bates. 2001. “Peer Rejection in Childhood, Involvement with Antisocial Peers in Early Adolescence, and the Development of Externalizing Behavior Problems.” Development and Psychopathology 13 (2): 337–354.10.1017/S0954579401002085
60. Linderkamp, F., and M., Grünke. 2007. “Lern- und Verhaltensstörungen: Klassifikation, Prävalenz und Prognostik.” [Learning Disabilities and Emotional-behavior Disorders: Classification, Prevalence and Prognostics.] In Lern- und Verhaltensstörungen–Genese, Diagnostik & Intervention [Learning Disabilities and Emotional-behavior Disorders: Genesis, Diagnostics & Intervention], edited by F., Linderkamp and M., Grünke, 14–28.Weinheim: Psychologie Verlags Union.
61. Lindsay, G., 2007. “Educational Psychology and the Effectiveness of Inclusive Education/Mainstreaming.” British Journal of Educational Psychology 77 (1): 1–24. doi:10.1348/000709906X156881.
62. Lorger, T., M., Schmidt, and K. B., Vukman. 2015. “The Social Acceptance of Secondary School Students with Learning Disabilities (LD).” CEPS Journal 5 (2): 177–194. http://www.pedocs.de/volltexte/2015/11002/pdf/cepsj_2015_2_Lorger_et_al_The_Social_Acceptance_of_Secondary.pdf.
63. Male, D. B., 2007. “The Friendships and Peer Relationships of Children and Young People Who Experience Difficulties in Learning.” In The SAGE Handbook of Special Education, edited by L., Florian, 460–474. London: SAGE Publications.
64. Mand, J., 2007. “Social Position of Special Needs Pupils in the Classroom: A Comparison between German Special Schools for Pupils with Learning Difficulties and Integrated Primary School Classes.” European Journal of Special Needs Education 22 (1): 7–14. doi:10.1080/08856250601082182.
65. Martschinke, S., B., Kopp, and C., Ratz. 2012. “Gemeinsamer Unterricht von Grundschulkindern und Kindern mit Förderschwerpunkt geistige Entwicklung in der ersten Klasse - Erste Ergebnisse einer empirischen Studie zu Effekten auf sozialen Status und soziales Selbstkonzept.” [Inclusive Education for Students with Intellectual Disabilities (ID) in First Grade–First Results regarding the Effect on Social Status and Social Self-Concept.] Empirische Sonderpädagogik 4 (2): 183–201. http://www.psychologie-aktuell.com/fileadmin/download/esp/2-2012_20130104/ESP-2-2012_07.pdf.
66. Mitchell, D., 2014. What Really Works in Special and Inclusive Education: Using -based Teaching Strategies. 2nd ed. New York: Routledge.
67. de Monchy, M. D., S. J., Pijl, and T., Zandberg. 2004. “Discrepancies in Judging Social Inclusion and Bullying of Pupils with Behaviour Problems.” European Journal of Special Needs Education 19 (3): 317–330. doi:10.1080/0885625042000262488.
68. Moreno, J. L., 1934. Who Shall Survive? Washington, DC: Nervous and Mental Disease Publishing Evidence Company.
69. Muthén, B. O., 1993. “Goodness of Fit with Categorical and Other Nonnormal Variables.” In Testing Structural Equation Models, edited by K. A., Bollen and J. S., Long, 205–234. Newbury Park, CA: Sage.
70. Nepi, L. D., J., Fioravanti, P., Nannini, and A., Peru. 2015. “Social Acceptance and the Choosing of Favourite Classmates: A Comparison between Students with Special Educational Needs and Typically Developing Students in a Context of Full Inclusion.” British Journal of Special Education 42 (3): 319–337. doi:10.1111/1467-8578.12096.
71. Newcomb, A. F., W. M., Bukowski, and L., Pattee. 1993. “Children’s Peer Relations: A Meta-analytic Review of Popular, Rejected, Neglected, Controversial, and Average Sociometric Status.” Psychological Bulletin 113 (1): 99–128. doi:10.1037/0033-2909.113.1.99.
72. Nowicki, E. A., 2003. “A Meta-analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement.” Learning Disability Quarterly 26 (3): 171–188. doi:10.2307/1593650.
73. Nowicki, E. A., J., Brown, and L., Dare. 2018. “Educators’ Evaluation of Children’s Ideas on the Social Exclusion of Classmates with Intellectual and Learning Disabilities.” Journal of Applied Research in Intellectual Disabilities 31 (1): 154–163. doi:10.1111/jar.12356.
74. Nowicki, E. A., J., Brown, and M., Stepien. 2014. “Children’s Thoughts on the Social Exclusion of Peers with Intellectual or Learning Disabilities.” Journal of Intellectual Disability Research 58 (4): 346–357. doi:10.1111/jir.12019.
75. Ochoa, S. H., and A., Olivarez. 1995. “A Meta-analysis of Peer Rating Sociometric Studies of Pupils with Learning Disabilities.” The Journal of Special Education 29 (1): 1–19. doi:10.1177/002246699502900101.
76. Parker, J. G., and S. R., Asher. 1987. “Peer Relations and Later Personal Adjustment: Are Low-accepted Children at Risk?” Psychological Bulletin 102: 357–389.10.1037/0033-2909.102.3.357
77. Parker, J. G., and S. R., Asher. 1993. “Friendship and Friendship Quality in Middle Childhood: Links with Peer Group Acceptance and Feelings of Loneliness and Social Dissatisfaction.” Developmental Psychology 29 (4): 611–621. doi:10.1037/0012-1649.29.4.611.
78. Pijl, S. J., and P., Frostad. 2010. “Peer Acceptance and Self‐concept of Students with Disabilities in Regular Education.” European Journal of Special Needs Education 25 (1): 93–105. doi:10.1080/08856250903450947.
79. Preuss-Lausitz, U., 2005. “Zur Dynamik der sozialen Beziehungen in der Schule. Das Verhältnis der ‘schwierigen’ Kinder zu den Gleichaltrigen.” [Dynamics of Social Relationships in Schools, the Relationship of the ‘Quiet’ Child to Peers.] In Verhaltensauffällige Kinder Integrieren: Zur Förderung Der Emotionalen Und Sozialen Entwicklung [Integration of Children with Emotional-behaviour Problems: Facilitation of Social-emotional Development], edited by U., Preuss-Lausitz, 159–185. Weinheim: Beltz.
80. R Core Team. 2014. R: A Language and Environment for Statistical Computing. Vienna: Austria. https://cran.r-project.org.
81. Rosseel, Y., 2012. “Lavaan: An R Package for Structural Equation Modeling.” Journal of Statistical Software 48 (2): 1–36. doi:10.18637/jss.v048.i02.
82. Sabornie, E. J., 1987. “Bi-directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils.” Behavioral Disorders 13 (1): 45–57. http://www.jstor.org/stable/2388615.
83. Sabornie, E. J., K. J., Marshall, and E. S., Ellis. 1990. “Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students.” Exceptional Children 56 (4): 314–323.10.1177/001440299005600404
84. Schwab, S., 2014. Schulische Integration, soziale Partizipation und emotionales Wohlbefinden in der Schule. Ergebnisse einer empirischen Längsschnittstudie [Social Integration, Social Participation, and Emotional Well-being at School. Results of an Empirical Longitudinal Study]. Wien: Lit. Verlag.
85. Schwab, S., 2015. “Social Dimensions of Inclusion in Education of 4th and 7th Grade Pupils in Inclusive and Regular Classes: Outcomes from Austria.” Research in Developmental Disabilities 43–44: 72–79. doi:10.1016/j.ridd.2015.06.005.
86. Sklad, M., R., Diekstra, M., de Ritter, J., Ben, and C., Gravesteijn. 2012. “Effectiveness of School-based Universal Social, Emotional, and Behavioral Programs: Do They Enhance Students’ Development in the Area of Skill, Behavior, and Adjustment?” Psychology in the Schools 49 (9): 892–909. doi:10.1002/pits.21641.
87. Südkamp, A., J., Kaiser, and J., Möller. 2012. “Accuracy of Teachers’ Judgments of Students’ Academic Achievement: A Meta-analysis.” Journal of Educational Psychology 104 (3): 743–762. doi:10.1037/a0027627.
88. Swanson, H. L., K. R., Harris, and S., Graham. 2013. “Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities.” In Handbook of Learning Disabilities 2nd ed., edited by H. L., Swanson, 3–14. New York: Guilford Press.
89. Swanson, H. L., and S., Malone. 1992. “Social Skills and Learning Disabilities: A Meta-analysis of the Literature.” School Psychology Review 21 (3): 427–443.
90. Terry, R., 2000. “Recent Advances in Measurement Theory and the Use of Sociometric Techniques.” New Directions for Child and Adolescent Development 2000 (88): 27–53. doi:10.1002/cd.23220008805.
91. UN (United Nations). 2017. “Convention on the Rights of Persons with Disabilities.” Accessed April 1, 2017. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html
92. Warden, D., and S., MacKinnon. 2003. “Prosocial Children, Bullies and Victims: An Investigation of Their Sociometric Status, Empathy and Social Problem-solving Strategies.” British Journal of Developmental Psychology 21 (3): 367–385. doi:10.1348/026151003322277757.
93. Wentzel, K., 2009. “Peers and Academic Functioning at School.” In Handbook of Peer Interactions, Relationships, and Groups, edited by K. H., Rubin, W. M., Bukowski, and B., Laursen, 531–547. New York: The Guilford Press.
94. Wocken, H., 1993. “Bewältigung von Andersartigkeit, Untersuchungen zur Sozialen Distanz in verschiedenen Schulen.” [Coping with Differentness, Research on Social Distance in Schools.] In Bochumer Symposium, Forschungsprofile der Integration von Behinderten [Bochum Symposium, Research Profiles of Integration of Disabled Persons], edited by P., Gehrmann and B., Hüwe, 86–106. Essen: Neue Deutsche Schule.
95. Yu, C.-Y., 2002. “Evaluating Cutoff Criteria of Model Fit Indices for Latent Variable Models with Binary and Continuous Outcomes.” PhD diss., University of California.