Date of Award
Specialist in Education (Ed.S.)
Dr. Lisa Kelly-Vance
Prereferral assistance teams have been implemented in many schools to provide a formal process of monitoring interventions in regular education before referring students to testing for special education. The main purpose of the current study is to determine if using the problem-solving process during prereferral assistance team meetings is more effective than not using problem-solving during team meetings. The results from the study indicated that prereferral assistance teams that use problem solving are more successful in reducing the number of referrals to psychoeducational testing and in increasing the number of specific and appropriate accommodations developed during prereferral assistance team meetings. The use of problem-solving during prereferral assistance team meetings, however, did not increase the number of students who were referred for psychoeducational testing and qualified for special education services compared to the results from prereferral assistance teams that did not use problem-solving. The current study supports the need to include the steps involved in problem-solving during prereferral assistance team meetings to reduce the number of referrals to psychoeducational testing and to remediate behavioral and academic problems in regular classrooms.
Josoff, Leanne Lowell, "Prereferral assistance teams: The impact of implementing problem-solving on referrals and accommodations." (1999). Student Work. 2723.