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ERIC Number: ED306726
Record Type: Non-Journal
Publication Date: 1989
Pages: 20
Abstractor: N/A
Prereferral Intervention through Teacher Consultation: Mainstream Assistance Teams.
Fuchs, Douglas; And Others
Prereferral intervention is designed to reduce referrals for special education placement, by modifying teacher instruction or management of difficult-to-teach (DTT) pupils prior to formal referral. A 3-year project is described in which Mainstream Assistance Teams offer consultation services to teachers in elementary and middle schools. The consultation results in interventions that are prescriptive, student-directed, and designed to transfer to additional school settings. Step-by-step procedures in designing and implementing prereferral intervention involve: identifying the problem, observing classroom behavior, validating the behavior, setting the goal, planning the intervention, and conducting a teacher-student meeting to develop a contract. The intervention activity is then implemented, involving recording, charting, self-monitoring, and feedback. Self-monitoring steps are gradually phased out, and observations take place in the original classroom and a transfer classroom. A post-intervention meeting takes place in which teacher and consultant determine goal achievement. To evaluate effectiveness of the approach, observation data were gathered in Year 2 and 3 on 103 DTT students, from a large urban school district and rating scales were administered to their teachers. Results showed that the intervention reduced the frequency of most DTT students' problem behavior and caused teachers to become more positive toward these pupils. The DTT students were less likely to be referred to special education than similar students in control groups. (JDD)
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN.