Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences.

Developmental theorists emphasize the existence of reciprocal influences between children's peer experiences and their early classroom behavioral engagement. For school practitioners who must identify relevant intervention targets to design educational activities, estimating precisely how aspects of peer experiences and behavioral engagement jointly unfold over time is of key interest. In addition, it is important to differentiate between intraindividual and interindividual effects.

Prevalence and correlates of bullying perpetration and victimization among school-aged youth with intellectual disabilities: A systematic review.

Recent literature reviews show that bullying perpetration and victimization are major public health concerns for typically developing (TD) youth. Nevertheless, the magnitude of this phenomenon among youth with intellectual disabilities (ID) remains unclear. Therefore, the purpose of this review is to provide a synthesis of the empirical studies examining the prevalence and correlates of bullying perpetration and victimization among youth with ID.

Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis.

The true extent of school bullying among youth with autism spectrum disorders (ASD) remains an underexplored area. The purpose of this meta-analysis is to: (a) assess the proportion of school-aged youth with ASD involved in school bullying as perpetrators, victims or both; (b) examine whether the observed prevalence estimates vary when different sources of heterogeneity related to the participants' characteristics and to the assessment methods are considered; and (c) compare the risk of school bullying between youth with ASD and their typically developing (TD) peers. A systematic literature search was performed and 17 studies met the inclusion criteria.

Friendship conflict and the development of generalized physical aggression in the early school years: a genetically informed study of potential moderators.

Several authors consider high and frequent conflicts between friends during childhood as a serious risk for subsequent conduct problems such as generalized physical aggression toward others (e.g., Kupersmidt, Burchinal, & Patterson, 1995; Sebanc, 2003).