Mainstream assistance teams: a scientific basis for the art of consultation.
The purpose of this investigation was to determine whether a consultant-driven prereferral intervention may be shortened in duration, thereby improving its efficiency, without reducing its effectiveness. Subjects were 60 general educators; their 60 most difficult-to-teach pupils without disabilities; and 22 consultants, representing 17 elementary schools in a large metropolitan school system. The teachers were assigned randomly to a short (n = 24) and long version (n = 24) of the prereferral intervention and to a control group (n = 12). Analyses indicated that the two variants of the prereferral intervention improved teacher perceptions of their difficult-to-teach students and decreased referrals for testing and possible special education placement. Moreover, results suggested that the short and long versions were equally effective. Implications for consultation-related activity are discussed.
Fuchs
D
D
George Peabody College of Vanderbilt University.
Fuchs
L S
LS
Bahr
M W
MW
D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D003253:Consultants; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D008282:Mainstreaming, Education; D008297:Male; D012017:Referral and Consultation