Chad A. Rose

Chad A. Rose
University of Missouri | Mizzou · Department of Special Education

Ph.D.

About

73
Publications
86,525
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
2,324
Citations
Citations since 2017
20 Research Items
1688 Citations
20172018201920202021202220230100200300
20172018201920202021202220230100200300
20172018201920202021202220230100200300
20172018201920202021202220230100200300
Introduction
Chad A. Rose is an Assistant Professor in the Department of Special Education at the University of Missouri. Dr. Rose received his Ph.D. from the University of Illinois in 2010. His research explores the intersection of disability labels and the bullying-dynamic, predictive and protective factors associated with the overrepresentation of students with disabilities within the bullying dynamic, and multi-tiered systems of support for establishing anti-bullying policies and programs.
Additional affiliations
August 2013 - present
University of Missouri
Position
  • Professor (Assistant)
June 2012 - present
University of Southern California
Position
  • Online racial discrimination: The impact on adolescent adjustment over time
Description
  • Co-Investigator with Dr. Brendesha M. Tynes (Principal Investigator) awarded from National Institute of Child Health and Human Development.
August 2011 - present
Sam Houston State University
Position
  • Examining Predictive and Protective Factors Among Middle and High School Students with and without Disabilities
Education
August 2006 - August 2010
University of Illinois, Urbana-Champaign
Field of study
  • Special Education
January 2002 - May 2005
Saint Francis University
Field of study
  • Special Education
August 1997 - December 2001
Saint Francis University
Field of study
  • Elementary Education

Publications

Publications (73)
Article
Full-text available
The documentary Bully was released nationwide in theaters in March 2012. Originally titled The Bully Project, the filmmakers followed five families whose lives had been turned upside down by bullying. Two of the families in the movie lost their sons, Tyler and Ty, to suicide, and three of the youth in the movie,Alex, Kelby, and Ja'Meya, were bullie...
Article
Full-text available
The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant. How...
Article
Full-text available
Bullying has been recognized as a dynamic process, where involvement is based on interactions between an individual and the social-ecological factors related to the individual’s environment. While involvement in bullying is not exclusive to one population of students, evidence suggests that students with disabilities are overrepresented within the...
Article
Aggression toward peers is a pervasive problem among school-aged youth. Specifically, relational aggression refers to actions intended to harm another through manipulating social relationships. A diverse group of students (N = 14,083) were surveyed regarding their pro-bullying attitudes, perceived social status, and whether they had perpetrated rel...
Article
Full-text available
Objectives Bullying is a widespread problem in schools that has been linked to poor psychological, social, and academic outcomes for school-aged children. Individual risk factors such as disability status, race/ethnicity, and gender increase the likelihood of involvement in bullying behaviors. The purpose of this study was to explore disproportiona...
Article
Guided by the ecological systems perspective, the objective of the study was to examine whether caregiver’s difficulty paying their child’s healthcare bills is associated with bullying victimization directly and indirectly through the mediating mechanisms of caregiver’s frustration, adolescents’ internalizing problems, and social difficulty focusin...
Article
Full-text available
Camouflaging is a process through which individuals mask autistic traits. Studies suggest autistic females may camouflage more than autistic males. However, research has focused on adults and includes few comparisons between autistic and neurotypical individuals. This study compared levels of camouflaging by sex and diagnosis in autistic and neurot...
Article
Attending college can lead to many benefits including better outcomes in adult life for college graduates. This concept is applicable to all students, including students with intellectual disability who are attending institutions of higher education programs to refine social, academic, employment, and independent living skills. Similar to their typ...
Article
An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavio...
Chapter
A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increase...
Conference Paper
Gameplay frequently involves a combination of positive and negative emotions, where there is increasing interest in how to design for more complex forms of player experience. However, despite the risk that some of these experiences may be uncomfortable, there has been little empirical investigation into how discomfort manifests during play and its...
Article
Significant health problems of adolescents involved in bullying has been documented in the research literature. Research consistently reports that youth who are involved in bullying are at a significant risk of health problems (e.g., depression, anxiety, sleeplessness). Likewise, those with health problems are at an increased odds of bullying and p...
Article
Aim Bullying is a significant problem among school children and within the climate and culture of many schools. Research has indicated that environmental and psychosocial factors may play an important role in the culture change needed to minimise bullying behaviours in schools (Goldweber et al., 2013; Mehta et al., 2013; Sapouna & Wolke, 2013). A g...
Article
The Aim(s) Researchers have given little attention to the environmental and internal psychological processes that may influence self-regulated learning (SRL) self-efficacy. Yet, we know that social and emotional factors like belongingness significantly impact youths outcomes and that SRL self-efficacy is linked to academic success for youths. The g...
Article
Full-text available
The examination of belonging in schools, connecting school belonging to a plethora of academic and psychosocial outcomes, has been well established in the literature. Researchers have measured school belonging most frequently with the Psychological Sense of School Membership, but its psychometric properties have been called into question by several...
Chapter
Bullying is a complex phenomenon that is grounded in intricate interactions between an individual and the social and environmental systems that surround the individual. At the present time, all 50 states and the District of Columbia have adopted bully prevention legislation to reduce the prevalence among school-aged youth. Unfortunately, bullying i...
Article
Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented wit...
Article
Successful approaches for decreasing bullying among youth hinge on the competence of teachers, yet teachers' perceptions of bullying often differ from those of students. This study used the Bullying Perceptions Scale-Revised to investigate perceptions of 221 pre-service teachers at a large university in the midwestern United States. Results suggest...
Article
A web-based survey was disseminated to examine the relationship between high school special education teachers and direct-service transition professionals’ understanding of stakeholders’ roles in transition, frequency of communication with transition stakeholders, and level of collaboration among stakeholders. Path analyses were also conducted to d...
Article
School-aged youth face a number of academic and behavioral challenges within the educational environment, including bullying involvement. Unfortunately, bullying has been linked to a number of detrimental psychosocial outcomes. Scholars have attempted to establish predictive profiles for youth involved in bullying. These profiles include bully perp...
Article
Collaborative teaming models are effectively utilized across various fields - in both the private and in the public sectors. In the field of education, interagency collaboration has contributed to better post-school outcomes for students with disabilities transitioning to postsecondary life. The present study sought to identify specific characteris...
Article
Full-text available
Objective: Being a target of homophobic name-calling is associated with adverse outcomes for youth. Few studies have examined homophobic name-calling longitudinally among middle school youth. To address this gap, this longitudinal study examined predictors of changes in homophobic name-calling including bullying, sexual harassment, dismissiveness o...
Article
Students with disabilities are disproportionately involved within the bullying dynamic. Few studies have investigated the bullying involvement of youth with disabilities over time. The current study evaluated the victimization and perpetration rates of 6,531 students in Grades 3 through 12, including 16% with disabilities, over the course of 3 year...
Article
Full-text available
Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court c...
Article
Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying, fig...
Article
Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to exa...
Article
Full-text available
This 3-year study evaluated the effectiveness of the Second Step–Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12 s...
Article
The recent Lancet Psychiatry Series on childhood bullying illustrates the short-term and long-term associations with depression, anxiety, psychosis, and self-harm. Patients may not disclose past histories of peer victimisation to their doctors, and Jorge Srabstein and Bennett Leventhal urge health professionals to screen for childhood bullying and...
Article
Full-text available
Bullying has emerged as a distinct, pervasive subset of peer aggression that affects youth worldwide. Although bullying is a complex phenomenon, some subgroups of youth are at escalated risk based on individual characteristics, skill deficits, and peer group or societal norms. Therefore, the field needs reliable measurement systems, precise underst...
Article
Students with disabilities are disproportionately represented within the bullying dynamic. However, few studies have investigated the interaction between disability identification and special education services. The current study evaluated bullying involvement (direct victimization, relational victimization, cybervictimization, bullying, fighting,...
Article
Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities becau...
Article
An emerging body of literature suggests that victims of bullying report detrimental mental health outcomes, such as depression and anxiety. The purpose of this study was to explore the relationship between cybervictimization, depression, and anxiety among school-aged youth over a 3-year time frame. Students in Grades 6 through 12 at the initial wav...
Article
Full-text available
Results of a 3-year randomized clinical trial of Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing bullying, physical aggression, and peer victimization among students with disabilities are presented. Teachers implemented 41 lessons of a sixth- to eighth-grade curriculum that focused on social-emotional lea...
Article
Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limite...
Article
Students with disabilities lag behind peers without disabilities in most postsecondary outcome areas such as employment, postsecondary education, and independent living. Numerous initiatives aimed at supporting students as they transition from school to adult life have received attention over the last few decades. These initiatives include those th...
Article
Full-text available
Purpose: The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders. Research design: Direct observations were used to document patterns for types of peer-directed aggressi...
Article
Full-text available
Bullying has emerged as one of the most fundamental problems facing school-aged youth to date. While bullying is generally considered a problem that involves the entire student body, research suggests that students with learning disabilities are overrepresented in the bullying dynamic. Additionally, existing literature suggests that involvement in...
Article
Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is...
Article
Full-text available
Given the recent rise in online hate activity and the increased amount of time adolescents spend with media, more research is needed on their experiences with racial discrimination in virtual environments. This cross-sectional study examines the association between amount of time spent online, traditional and online racial discrimination and adoles...
Chapter
Full-text available
Can you please explain the background and meaning of the guidance from the Department of Education? Since 2000, the Office of Civil Rights (OCR) and the Office of Special Education and Rehabilitative Services (OSERS) have issued a series of Dear Colleague Letters (2000, 2010, 2013, 2014) intended to provide clarity on the legal interpretation of bu...
Article
Full-text available
The involvement of students with disabilities within the bullying dynamic has been recognized as a pressing issue within the nation’s schools. Unfortunately, few studies have examined the psychosocial outcomes related to the bullying involvement of students with disabilities. However, involvement in bullying has been linked to negative short- and l...
Article
Full-text available
Despite the fact that more college student interaction now takes place online, researchers have yet to examine the role the Internet plays in perceptions of campus racial climate. Using an online survey of a sample of 217 African American and European American college students, this study explored online factors including intergroup interaction as...
Article
Full-text available
The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in...
Chapter
Students with learning disabilities are a large part of the population of students with disabilities as well as the total student body. In fact, for many students the general education classroom is where most of these students acquire their content knowledge. This, however, is not the only school placement in which students can receive services. Th...
Article
Traditional approaches for addressing students with Emotional and Behavioral Disorders primarily focus on behavior. While this is a fundamental component of the individualized education program for any student with EBD, teachers must recognize that academics and social-emotional development are fundamentally linked. Therefore, it is critical for ed...
Article
Full-text available
Prison systems throughout the world exist to enforce societal rules, maintain the safety of the general population, provide punitive sentences to offenders, and rehabilitate prisoners. While the goals of global prison systems are relatively common, the United States incarcerates more citizens per capita when compared to other European countries. In...
Article
Full-text available
Unfortunately, large percentages of students will face or observe bullying behavior in their school career. It is estimated that up to 30% of children in American public schools are bullying victims (Feinberg, 2003; Robers, Zhang, Truman, & Snyder, 2010) and up to 20% engage in bullying behavior (Swearer, Espelague, Vaillancourt, & Hymel, 2010). Wh...
Article
Full-text available
Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognizedor viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those beh...
Article
This study explored the effects of a web-based decision support system (Tutorial) for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of Tutorial access: Full, Partial, or Co...
Article
Full-text available
The documentary Bully was released nationwide in theaters in March 2012. Originally titled The Bully Project, the filmmakers followed five families whose lives had been turned upside down by bullying. Two of the families in the movie lost their sons, Tyler and Ty, to suicide, and three of the youth in the movie,Alex, Kelby, and Ja'Meya, were bullie...
Chapter
One of the most pervasive, yet neglected, problems impeding the social-emotional development of school-aged children is bully perpetration and victimization. Bullying has been linked to detrimental long- and short-term outcomes, ranging from academic deficits and school avoidance to difficulties with depression, anxiety, psychosomatic symptoms, and...
Article
Full-text available
This study identified (a) patterns of fearful stimuli for children and young adults with autism spectrum disorder (ASD), (b) the severity of the fear, and (c) whether excessive fear or the absence of fear negatively affected the participant's quality of life. A web-based survey was used to distribute a modified and extended version of the Fear Surv...
Article
Full-text available
In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying student...
Article
In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying student...
Article
Full-text available
A growing body of literature has shown that being victimized online is associated with poor mental health. Little is known about the factors that protect youth from the negative outcomes that may result from these victimization experiences, particularly those related to race. Using a risk and resilience framework, this study examined the protective...
Article
Full-text available
Positive and negative reinforcement contingencies are explored and a comparison between which contingency is more effective in increasing compliance and decreasing problematic behavior will be considered. Although positive and negative reinforcement are two distinct principles of behavior, the use of these two principles in combination will be sugg...
Article
Full-text available
International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a...
Article
Full-text available
Bullying perpetration and victimization have become pervasive problems in American schools. Recent research suggests a causal association between prolonged periods of victimization and overt acts of school violence. These findings are germane to students with disabilities in light of evidence suggesting these students are victimized more often than...
Article
Full-text available
This article outlines the development and validation of the Online Victimization Scale (OVS). The OVS consists of four subscales capturing individuals' experiences with online victimization across general, sexual, and racial domains. Online surveys were administered in two studies from 2007-2009 to two diverse groups of adolescents ages 14-19 from...
Article
Full-text available
Bullying and victimisation remains a pervasive problem within the nation's schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American sch...

Network

Cited By

Projects

Project (1)
Project
The purpose of this project is to extend previous research on camouflaging in autism and potential related sex differences. Participants are neurotypical adolescents and adolescents on the autism spectrum. We will explore sex differences and differences between groups on measures of camouflaging, autism traits, and internalizing symptomology.