Utilization of Best Practices by Problem-Solving Teams: Addressing Implementation Procedures Resistant to Feedback

Autor/inn/en	Truckenmiller, Adrea J.; Lannie, Amanda
Titel	Utilization of Best Practices by Problem-Solving Teams: Addressing Implementation Procedures Resistant to Feedback
Quelle	In: School Psychology Forum, 13 (2019) 1, S.2-15 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Problem Solving; Feedback (Response); Interdisciplinary Approach; Teamwork; Intervention; Best Practices; Faculty Development; Barriers; Assistant Principals; Elementary School Teachers; Reading Teachers; Specialists; Special Education Teachers; Check Lists; Response to Intervention; Performance Based Assessment; Elementary School Students; At Risk Students; Academic Achievement; Behavior Problems; Intervention Rating Profile + Suchen Sie Ihr Suchwort? Problemlösen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Principal; Principals; Stellvertretende Schulleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Checkliste; Leistungsermittlung; Schulleistung
Abstract	In elementary schools, intervention service delivery is often initiated through multidisciplinary problem-solving teams. Therefore, the functioning of the team is a critical feature to facilitate intervention outcomes. The purpose of this study was to examine two methods to improve the practices of problem-solving teams by: (a) replicating the use of performance feedback to improve implementation of best practices for problem-solving teams and (b) addressing the problem-solving team practices resistant to performance feedback by providing targeted training and tools. Utilizing a changing criterion single case design, teams improved their implementation of best practices. Limitations and future directions are discussed. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01