Bully Victimization Among Children With Attention-Deficit/Hyperactivity Disorder: A Longitudinal Examination of Behavioral Phenotypes

• Published in: Journal of emotional and behavioral disorders Vol. 28; no. 2; pp. 80 - 91
• Main Authors: Winters, Rebecca R., Blake, Jamilia J., Chen, Siqi
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-06-2020; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Attention Deficit Hyperactivity Disorder; Behavior; Behavior Problems; Bullying; Children; Comparative Analysis; Hyperactivity; Impulsivity; Latent class analysis; Longitudinal Studies; Phenotypes; Predictor Variables; Special Education; Students with Disabilities; Subtypes; Victimization; Victims; ADHD; victimization; bullying
• ISSN: 1063-4266; 1538-4799; 1538-4799
• DOI: 10.1177/1063426618814724

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at a higher risk of experiencing bully victimization compared with peers with and without disabilities. Yet the association between ADHD subtypes and bully victimization is not well understood. The current study examines which set of behaviors related to ADHD subtypes is influential in determining whether students are victimized. Using a latent class growth analysis, students with ADHD in a nationally representative special education sample (n = 291) were grouped by victimization trajectory. Latent class analysis revealed three victimization profiles. Approximately one third of participants (35%) experienced moderately high victimization decreasing over time. A slightly larger group reported consistently low victimization (39%), and one fourth (25%) reported consistently high victimization. Behaviors representing inattention and hyperactivity/impulsivity were examined as covariates in the model. Hyperactive/impulsive behaviors were predictive of latent class assignment, initial victimization, and the trajectory of victimization. Study limitations are discussed. Recommendations are made to inform the creation of interventions tailored for students who have ADHD.