scholarly journals Prereferral Interventions

1999 ◽  
1994 ◽  
Vol 32 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Kristi R. Flugum ◽  
Daniel J. Reschly

1992 ◽  
Vol 13 (4) ◽  
pp. 34-39 ◽  
Author(s):  
J. Ron Nelson ◽  
Deborah J. Smith ◽  
Lonnie Taylor ◽  
John M. Dodd ◽  
Ken Reavis

1988 ◽  
Vol 54 (4) ◽  
pp. 316-323 ◽  
Author(s):  
Daniel J. Reschly

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.


Author(s):  
James E. Ysseldyke ◽  
Bob Pianta ◽  
Sandra Christenson ◽  
Jing-Jen Wang ◽  
Bob Algozzine

1986 ◽  
Vol 11 (2) ◽  
pp. 109-117 ◽  
Author(s):  
Bonita M. Sevcik ◽  
James E. Ysseldyke

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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