A Multiple Method Longitudinal Investigation of Pre-Referral Intervention Team Functioning: Four Years in Rural Schools

Autor/inn/en	Young, Hannah L.; Gaughan, Edward
Titel	A Multiple Method Longitudinal Investigation of Pre-Referral Intervention Team Functioning: Four Years in Rural Schools
Quelle	In: Journal of Educational & Psychological Consultation, 20 (2010) 2, S.106-138 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
Schlagwörter	Rural Schools; Prereferral Intervention; Problem Solving; Evaluation Methods; Teaching Methods; Program Evaluation; Statistical Analysis; Teamwork; Classroom Techniques; Cooperation; Interdisciplinary Approach; Longitudinal Studies; Special Education + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Disziplinierung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Statistische Analyse; Klassenführung; Co-operation; Kooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Qualitative and quantitative methods were used to examine a four year program designed to improve the effectiveness of prereferral intervention teams in rural schools. Quantitative data (basic descriptives) were collected regarding referrals, recommendations, and outcomes. Team meetings were audiotaped and coded to yield qualitative data about the problem-solving processes used and the ecological focus of the statements. Results suggested that the program yielded positive effects, such as a shift from teachers selecting outside interventions to implementing within-classroom interventions, increased follow-up, and increased utilization of objective evaluation methods. Qualitative results suggested that teams focused on a variety of factors and used problem-solving processes. This study provides an example of an effective way to collaborate with schools to improve the functioning of prereferral teams. Teams are most likely to be successful when they invest in training, have administrative support, operate with multidisciplinary membership, and adhere to a consultative model with a structured problem-solving process. (Contains 7 tables and 5 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10