ERIC Number: ED043054
Record Type: RIE
Publication Date: 1970-Sep-6
Reference Count: 0
The Diagnostic-Intervention Class: Its Conceptual Status and Relation to a General School Psychological Services Model, and Results of an Implementation in an Elementary School.
Phillips, Beeman N.
Current and projected educational developments (such as the increasing demand for school psychological services) as well as the traditional friction between teaching and psychological services, are briefly considered as a backdrop against which to present a general diagnostic intervention services model. The model identifies three levels of school psychological services: (1) primary, which focus on the entire school population and which are primarily preventive and developmental; (2) secondary, which apply to vulnerable school populations, eg. lower class minority groups, and are heavily ameliorative and compensatory in emphasis; and (3) tertiary, which service children definitely diagnosed as problematic, and which focus on remediation and therapy. Salient characteristics of class based on the model are listed. The implementation of a variation of the diagnostic-intervention class model in an Austin, Texas elementary school which serves disadvantaged children is described, and results and observations presented. (TL)
Descriptors: Ancillary School Services, Diagnostic Teaching, Disadvantaged Youth, Discipline, Educational Diagnosis, Educational Needs, Educational Planning, Educational Programs, Emotional Problems, Intervention, Psychoeducational Methods, Psychological Services, Remedial Instruction, Special Education
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Psychological Association, Washington, DC.; Texas Univ., Austin.
Note: Paper presented at the American Psychological Association Convention in Miami Beach, Florida, September 3-8, 1970