Articles & Presentations

Q: Contributing Bright Spot: Katherine Graves

Restraint and Seclusion: A Review of Practices and Policy Literature Review and Content Analysis of Bullying Assessments: Are We Measuring What We Intend to?

Q: Contributing Bright Spot: Harold Johnson

Kids in High-Risk Situations – Your Legal and Ethical Obligations Interpersonal Safety and Academic Success for Children with Disabilities Starting with the End in Mind – Critical Knowledge – Skills and Resources for the Safety and Success of Children with Disabilities View Bright Spot Interview

Q: Contributing Bright Spot: Marisa Fisher

The Development of a Bullying Assessment for Autistic Adolescents Assessing Risk for Social Victimization – Validation of the Social Vulnerability Questionnaire

Q: Contributing Bright Spot: Harold Johnson

Protecting Children with Disabilities from Abuse – Strategies for Grades K-7 The O.U.R. Children Project – Advocating for IFSP and IEP Documents to Include Safety Objectives Awareness to Prevention Interpersonal Safety and Academic Success for Children with Disabilities What Does Success Look Like and How can we Help Our Children Achieve it O.U.R. Children Project – Enhancing Safety and Expanding Independence for 6-11 year-olds Parents as Observers – Teachers and Lookouts Starting with the End in Mind – Critical Knowledge – Skills and Resources for the Safety and Success of Children with Disabilities Lessons Learned – Bright Spots – Prevention of and Response to Maltreatment

Q: Contributing Bright Spot: Mia T. Chudzik

Examining Early Childhood Expulsion Through a Trauma-Informed Lens “. . .We’re Not Doing Enough:” Trauma-Informed Care in an Early Childhood Special Education Center

Level 1: Incidence & Impact

Contributing Bright Spot: Katherine Graves

Contributing Bright Spot: Marisa Fisher

Examining the Correlates of Victimization for Students with Autism and Intellectual Disabilities
Bullying Experiences of Adolescents with Down Syndrome – A case Study
Bullying Experiences of Adults with Intellectual and Developmental Disabilities – Painful Experiences and Self-Determined Responses
Let’s Talk About It – The Perception of Bullying Experiences as Reported by Adolescents with ASD
Online Safety and Social Networking Use by Young Adults with Williams Syndrome
How do Adults with Williams Syndrome Perceive Their Own Levels of Social Vulnerability
Social Behaviors and Social Vulnerability of Adults with Williams Syndrome
Differences in social vulnerability among individuals with autism spectrum disorder, Williams syndrome, and Down syndrome
Vulnerability and Experiences Related to Social Victimization Among Individuals with Intellectual and Developmental Disabilities
Internet use and online safety in adults with Williams Syndrome
Parent and Self-Report Ratings on the Perceived Levels of Social Vulnerability of Adults with Williams Syndrome
In Their Own Words – Perceptions and Experiences of Bullying Among Individual With Intellectual and Developmental Disabilities
Victimisation and Social Vulnerability of Adults with Intellectual Disability – A review of Research Extending beyond Wison and Brewer
Psychometric Properties and Utility of the Social Vulnerability Questionnaire for Individuals with Intellectual and Developmental Disabilities
Let’s talk about it – Peer victimization experiences as reported by adolescents with autism spectrum disorder
A population-based examination of maltreatment referral and substantiation for children with autism disorder
Experiences of Bullying for Individuals with Williams Syndrome
Child Abuse Among Children with Disabilities – What We Know and What We Need to Know
Literature analysis to determine the inclusion of children with disabilities in abuse interventions
Exploring Differences in How Adolescents with Intellectual and Developmental Disabilities and their Parents Describe Bullying Victimization Experiences