The Effects of Teacher Attitudes Toward Prereferral Interventions as a Function of Consulting Source

Author

Denise Barsdorf Greenberg, University of Nebraska at Omaha

Date of Award

4-1-1992

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Robert H. Woody

Second Advisor

Dr. Richard Wikoff

Third Advisor

Dr. James Akers

Abstract

In recent years the topic of prereferral activities has received increasing attention in the field of education. The move toward prereferral interventions stems from dissatisfaction with the current system of referring a student for special education services (Graden, Casey & Christenson, 1985; Curtis, Zins, & Graden, 1987). In this system a child is referred for evaluation by the classroom teacher if the teacher feels the child is having academic or behavioral difficulties.

Comments

A Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Specialist in Education in School Psychology University of Nebraska at Omaha. Copyright Denise Barsdorf Greenberg April, 1992

Recommended Citation

Greenberg, Denise Barsdorf, "The Effects of Teacher Attitudes Toward Prereferral Interventions as a Function of Consulting Source" (1992). Student Work. 2299.
https://digitalcommons.unomaha.edu/studentwork/2299