Exploring Relational Communication Patterns in Prereferral Intervention Teams

Autor/inn/en	Bennett, Megan S.; Erchul, William P.; Young, Hannah L.; Bartel, Chelsea M.
Titel	Exploring Relational Communication Patterns in Prereferral Intervention Teams
Quelle	In: Journal of Educational & Psychological Consultation, 22 (2012) 3, S.187-207 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2012.706128
Schlagwörter	Prereferral Intervention; School Psychologists; Problem Solving; Scoring; Correlation; Teacher Educators; Interpersonal Communication; Coding; Elementary Schools; Graduate Students; Psychology; North Carolina + Suchen Sie Ihr Suchwort? Disziplinierung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Problemlösen; Bewertung; Korrelation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interpersonale Kommunikation; Codierung; Programmierung; Elementary school; Grundschule; Volksschule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie
Abstract	The purpose of this research was to understand the relational communication patterns that characterize school-based prereferral intervention teams (PITs). Fifteen PIT meetings were used as the basis for analyses, with each meeting audiotaped, transcribed, and coded using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). Additionally, the PIT Meeting Evaluation Coding Form was used to assess each meeting's adherence to a traditional problem-solving framework. Important results included (a) relatively consistent domineeringness (i.e., attempted influence) scores across participants, with the exception of the referring teacher; (b) relatively consistent dominance (i.e., successful influence) scores across participants; (c) significantly greater (p less than 0.05) domineeringness displayed by the school psychologist compared with the referring teacher; and (d) no significant differences in dominance scores between the school psychologist and teacher. In sum, this study represents an important first step in understanding communication patterns found in school-based problem-solving groups. (Contains 7 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10