The Current State(s) of Prereferral Intervention Teams: A Report From Two National Surveys

Autor/inn/en	Truscott, Stephen D.; Cohen, Celina E.; Sams, Deanna P.; Sanborn, Kathryn J.; Frank, Alicia J.
Titel	The Current State(s) of Prereferral Intervention Teams: A Report From Two National Surveys
Quelle	In: Remedial and Special Education, 26 (2005) 3, S.130-140Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	National Surveys; Incidence; Employees; Telephone Surveys; Schools of Education; School Psychologists; Remedial Teachers; Prereferral Intervention; Elementary Schools; District of Columbia; Washington + Suchen Sie Ihr Suchwort? Vorkommen; Employee; Arbeitnehmer; Beschäftigter; Telephone interview; Telefoninterview; Erziehungswissenschaftliche Fakultät; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Remedial teacher; Förderlehrer; Disziplinierung; Elementary school; Grundschule; Volksschule
Abstract	Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. Survey 1 obtained information about state PIT regulations and recommendations from employees of the 51 state education departments (50 states and Washington, DC). Survey 2 obtained information about elementary schools' PIT prevalence, membership, goals, and common intervention recommendations from employees of 200 elementary schools (4 per state). Survey 1 results indicated that although 69% of states mandate prereferral intervention and 86% require or recommend PITs, states provided little direction about how to implement such services (e.g., only 14% specified or recommended team composition). Survey 2 results indicated that 85% of schools had PITs, which were composed predominantly of multidisciplinary specialists (e.g., administrators and school psychologists). Remedial teachers and parents were sometimes PIT members, but community representatives were seldom on the PIT. There was no clear school-based consensus on PIT goals. PITs most commonly recommended additional services, testing, or easy classroom interventions and seldom recommended substantive instructional modifications. Existing PITs seldom approached problems or interventions from an ecological perspective. Implications for research and practice are discussed. (author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10