title: Prereferral intervention: a prescriptive approach.
abstract: This investigation assessed effects of three increasingly inclusive versions of the Behavioral Consultation (BC) model on problem behavior of students in mainstream classrooms in an effort to develop an effective and efficient approach to prereferral intervention. Subjects were 43 general educators, their 43 most difficult-to-teach students (without disabilities), and 12 school consultants, representing seven inner-city middle schools. Teachers and students were assigned to three BC groups, representing least (BC 1), more (BC 2), and most (BC 3) inclusive variants of BC, and one control group. Preintervention, postintervention, and follow-up observations of student behavior indicated that more inclusive BC versions exerted stronger effects than the least inclusive variant in reducing problem behavior. Theoretical and practical implications for consultation-related activity are discussed.
authors.affiliation: Department of Special Education, George Peabody College, Vanderbilt University, Nashville, Tennessee.
authors.forename: D
authors.initials: D
authors.lastname: Fuchs
authors.forename: L S
authors.initials: LS
authors.lastname: Fuchs
authors.forename: M W
authors.initials: MW
authors.lastname: Bahr
authors.forename: P
authors.initials: P
authors.lastname: Fernstrom
authors.forename: P M
authors.initials: PM
authors.lastname: Stecker
mesh_terms: D001521:Behavior Therapy; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis; D004519:Education, Special; D004608:Eligibility Determination; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000517:prevention & control; D008282:Mainstreaming, Education; D012017:Referral and Consultation