Ahmad, Y. 1997. A multi-methodological approach to measuring bullying in schools and the effectiveness
of one intervention strategy. Unpublished PhD thesis, University of Sheffield.
Arora, C.M.J. 1999. Levels of bullying measured by British schools using the Life in School Checklist: A
case for benchmarking? Pastoral Care 17: 17–22.
Arora, C.M.J. and D.A. Thompson. 1987. Defining bullying for a secondary school. Educational and Child
Psychology 4: 110–20.
Bishop, D.V.M. 1989. Test of Reception of Grammar, rev. ed. Manchester: University of Manchester.
Bishop, D.V.M. 1998. Development of the Children’s Communication Checklist (CCC): A method for
assessing qualitative aspects of communicative impairment in children. Journal of Child Psychology
and Psychiatry 39: 879–91.
Bishop, D.V.M., J. Chan, C. Adams, J. Hartley, and F. Weir. 2000. Conversational responsiveness in
specific language impairment: Evidence for disproportionate pragmatic difficulties in a subset of
children. Development and Psychopathology 12: 177–99.
Brinton, B., M. Fujiki, and L. McKee. 1998. Negotiation skills of children with specific language impairment.
Journal of Speech, Language and Hearing Research 41: 927–40.
Camodeca, M., and F.A. Goossens. 2005. Aggression, social cognition, anger and sadness in bullies and
victims. Journal of Child Psychology and Psychiatry 46: 186–97.
Champion, K., E. Vernberg, and K. Shipman. 2003. Non-bullying victims of bullies: Aggression, social
skills, and friendship characteristics. Applied Developmental Psychology 24: 535–51.
Conti-Ramsden, G., and N. Botting. 2004. Social difficulties and victimization in children with SLI at
11 years of age. Journal of Speech, Language, and Hearing Research 47: 145–61.
Coyne, S.M., J. Archer, and M. Eslea. 2006. “We’re not friends anymore! Unless …”: The frequency and
harmfulness of indirect, relational, and social aggression. Aggressive Behavior 32: 294–307.
Craig, W.M., and J.A. Washington. 1993. Access behaviours of children with specific language impairment.
Journal of Speech and Hearing Research 36: 322–37.
Crick, N.R., and K.A. Dodge. 1994. A review and reformulation of social information-processing mechanisms
in children’s adjustment. Psychological Bulletin 115: 74–101.
Davis, S., P. Howell, and F. Cooke. 2002. Sociodynamic relationships between children who stutter and
their non-stuttering classmates. Journal of Child Psychology and Psychiatry 43: 939–47.
Department for Education. 1994. Code of practice for the identification and assessment of children with
special educational needs. London: HMSO.
Dockrell, J.E., and G. Lindsay. 1998. The ways in which speech and language difficulties impact on
children’s access to the curriculum. Child Language Teaching and Therapy 14: 117–33.
Dockrell, J.E., G. Lindsay, C. Letchford, and C. Mackie. 2006. Educational provision for children with
specific speech and language difficulties: Perspectives of speech and language therapy managers.
International Journal of Language and Communication Disorders 41: 423–40.
Dunn, L.M., L.M. Dunn, C. Whetton, and J. Burley. 1997. British Picture Vocabulary Scale (II). Windsor,
NFER-Nelson.
Elliott, C.D., P. Smith, and K. McCulloch. 1996. British Ability Scales II: Administration and scoring
manual. Windsor, NFER-Nelson.
Fox, C.L., and M.J. Boulton. 2005. The social skills problems of victims of bullying: Self, peer and teacher
perceptions. British Journal of Educational Psychology 75: 313–28.
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: 391–410.
Fujiki, M., B. Brinton, and C. Todd. 1996. Social skills of children with specific language impairment.
Language, Speech and Hearing Services in Schools 27: 195–202.
Downloaded by [University of Warwick] at 08:49 13 December 2011
European Journal of Special Needs Education 15
Goodman, R. 1994. A modified version of the Rutter parent questionnaire including items on children’s
strengths. Journal of Child Psychology and Psychiatry 38: 581–86
Harter, S. 1985. Manual for the Self-Perception Profile for Children. Denver, CO: University of Denver.
Hunter, S., J.M.E. Boyle, and D. Warden. 2004. Help seeking among child and adolescent victims of
peer-aggression and bullying: The influence of school-age, gender, victimization, appraisal, and
emotion. British Journal of Educational Psychology 74: 375–390.
Johnson, H.R., M.J.J. Thompson, S. Wilkinson, I. Walsh, J. Balding and V. Wright. 2002. Vulnerability to
bullying: Teacher-reported conduct and emotional problems, hyperactivity, peer relationship difficulties,
and prosocial behaviour in primary school children. Educational Psychology 22: 553–6.
Juvonen, J., S. Graham, and M.A. Schuster. 2003. Bullying among adolescents: The strong, the weak and
the troubled. Pediatrics 112: 1231–7.
Kyriakides, L., C. Kaloyirou, and G. Lindsay. 2006. An analysis of the revised Olweus bully–victim
questionnaire for students using the Rasch measurement model. British Journal of Educational
Psychology 76: 781–801.
Knox, E., and G. Conti-Ramsden. 2003. Bullying risks of 11-year-old children with specific language
impairment (SLI): Does school placement matter? International Journal of Language and Communication
Disorders 38: 1–12.
Leonard, L.B. 1998. Children with specific language impairments. Cambridge, MA: MIT Press.
Lindsay, G., and J.E. Dockrell. 2000. The behaviour and self-esteem of children with specific speech and
language difficulties. British Journal of Educational Psychology 70: 583–601.
Lindsay, G., J.E. Dockrell, B. Letchford, and C. Mackie. 2002. Self-esteem of children with specific
speech and language difficulties. Child Language Teaching and Therapy 18: 125–43
Mahady Wilton, M.M., W.M. Craig, and D.J. Pepler. 2000. Emotional regulation and display in classroom
victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors.
Social Development 9: 226–45.
Marsh, H.W., and K.-T. Hau. 2003. Big fish little pond effect on academic self-concept: A cross-cultural
(26-country) test of the negative effects of academically selective schools. American Psychologist 58:
364–76.
Martlew, M., and J. Hodson. 1991. Children with mild learning difficulties in an integrated and in a special
school: Comparison of behaviour, teasing and teachers’ attitudes. British Journal of Educational
Psychology 61: 355–72.
Mishna, F. 2003. Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities 36:
336–47.
Neale, M., U. Christophers, and C. Whetton. 1997. Neale Analysis of Reading Ability, rev. ed. Windsor:
NFER-Nelson.
Norwich, B., and N. Kelly. 2004. Pupils’ views on inclusion: Moderate learning difficulties and bullying in
mainstream and special schools. British Educational Research Journal 30: 43–65.
Olweus, D. 1991. Bully/victim problems among school children: Basic facts and effects of a school based
intervention programme. In The development and treatment of childhood aggression, eds D. Pepler &
K. Rubin. Hillsdale, NJ: Lawrence Erlbaum.
O’Moore, A.M., and B. Hillary. 1989. Bullying in Dublin schools. Irish Journal of Psychology 10:
426–41.
O’Moore, M., and C. Kirkham. 2001. Self-esteem and its relationship to bullying behaviour. Aggressive
Behaviour 27: 269–83.
Pellegrini, A.D., and J.D. Long. 2002. A longitudinal study of bullying, dominance, and during the transition
from primary school through secondary school. British Journal of Developmental Psychology 20:
259–80.
Perry, D.G., S.J. Kusel, and L.C. Perry. 1998. Victims of peer aggression. Developmental Psychology 24:
807–14.
Plante, E. 1998. Criteria for SSLD: The Stark and Tallal legacy and beyond. Journal of Speech, Language,
and Hearing Research 41: 951–7.
Redmond, S., and M. Rice. 1998. The socioemotional behaviours of children with SLI: Social adaption or
social deviance? Journal of Speech, Language and Hearing Research 41: 688–700.
Renfrew, K. 1997. The Bus Story. Bicester: Winslow.
Seals, D., and J. Young. 2003. Bullying prevalence and relationship to gender, grade level, ethnicity,
self-esteem, and depression. Adolescence 38: 735–47.
Semel, E., E. Wiig, and W. Secord. 1997. Clinical Evaluation of Language Fundamentals – Revised.
London: Psychological Corporation.
Sharp, S., and P. Smith. 1994. Tackling bullying in your school: A practical handbook for teachers.
London: Routledge.
Slee, P.T. 1994. Situational and interpersonal correlates of anxiety associated with peer victimization.
Child Psychiatry and Human Development 25: 97–107.
Smith, P., Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, and P. Slee, eds. 1999. The nature of school
bullying: A cross-national perspective. London: Routledge.
Smith, P., L. Talamelli, H. Cowie, P. Naylor, and P. Chauhan. 2004. Profiles of non-victims, escaped
victims, continuing victims and new victims of school bullying. British Journal of Educational
Psychology 74: 565–81.
Thompson, D., I. Whitney, and P.K. Smith. 1994. Bullying of children with special needs in mainstream
schools. Support for Learning 9: 103–6.
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: 367–85.