Prereferral Interventions

The National Academy of Sciences (NAS) panel recommendations are examined critically in view of past and current classification and placement practices for exceptional students. The NAS panel emphasis on instructional validity is strongly endorsed. However, the NAS panel was perhaps naive in certain other recommendations, particularly those dealing with use of biomedical data and learning-process assessment. Special problems in mild mental retardation and inaccurate interpretation of overrepresentation phenomena are discussed, as well as the use of prereferral interventions, cross categorical programming, application of an outcomes criterion, and expansion of regular education options for mildly handicapped students, including prereferral services.

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An analysis of prereferral interventions

Psychology in the Schools ◽

10.1002/1520-6807(198304)20:2<184::aid-pits2310200209>3.0.co;2-h ◽

1983 ◽

Vol 20 (2) ◽

pp. 184-190 ◽

Cited By ~ 12

Author(s):

James E. Ysseldyke ◽

Bob Pianta ◽

Sandra Christenson ◽

Jing-Jen Wang ◽

Bob Algozzine

Keyword(s):

Prereferral Interventions

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Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

Teaching Exceptional Children ◽

10.1177/004005990603800410 ◽

2006 ◽

Vol 38 (4) ◽

pp. 64-68 ◽

Cited By ~ 26

Author(s):

Shernaz B. García ◽

Alba A. Ortiz

Keyword(s):

Disproportionate Representation ◽

Prereferral Interventions

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An Analysis of Teachers' Prereferral Interventions for Students Exhibiting Behavioral Problems

Behavioral Disorders ◽

10.1177/019874298601100207 ◽

1986 ◽

Vol 11 (2) ◽

pp. 109-117 ◽

Cited By ~ 4

Author(s):

Bonita M. Sevcik ◽

James E. Ysseldyke

Keyword(s):

Behavioral Problems ◽

School Psychologist ◽

Regular Classroom ◽

Classroom Teachers ◽

Prereferral Intervention ◽

Specific Nature ◽

Prereferral Interventions ◽

Actual Effectiveness ◽

Intervention Procedure

The results of two studies are reported in which regular classroom teachers' prereferral interventions (both proposed and actual) for students with behavior problems were examined. In addition, specific aspects of teachers' interventions (e.g., how long teachers intervened and how they measured the effectiveness of their interventions) were analyzed. Results indicated that teachers both proposed and actually used interventions that involved teacher-directed actions. Yet, the specific nature and actual effectiveness of the interventions are questionable. These findings are discussed in terms of a systematic prereferral intervention procedure with implications for the consultative role of the school psychologist.

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