Characteristics of Students Referred to School Teams: Implications for Preventive Psychological Services

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This observation study in French immersion elementary programs was carried out in six classrooms over an eight-week period. An observation grid was developed for use in order to determine the predominant language and the type of communication strategies used by teachers and students. The results indicated that: (a) communication in French was maximized in the wholeclass classroom grouping; (b) the greatest variely of communication in both French and English occurred in student-to-student interactions; (c) the greatest number of student-initiated interactions occurred in the small-group classroom grouping; (d) student-initinted interactions predominated in discussing, social, and discipline/acting out communications; (e) French was the predominant language used for asking, telling, and discipline/acting out communications, while English was the predominant language used for social communications and both languages were used for discussing communications; (f) French was the predominant language in all subject areas. Study findings are discussed in terms of their implications for school psychology consultation practices that involve school psychologists and teachers .

Section: Introriuction -'mentioning

confidence: 98%

Communication and Interaction Patterns in French Immersion Classrooms: Implications for Consultation

Carlson

Cole²

1994

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“…Overall, teams are designed to support teachers, school administrators, and parents in providing appropriate interventions for students in need of assistance in regular and special education settings. Some Canadian school boards have expanded team mandates to include consultive services to educators, parents and community agencies (Davidson & Wiener, 1991;Cole, Siegel & Yau, 1990,1992.…”

Section: Introductionmentioning

confidence: 99%

“…In 1990 a study on the goals, roles, and functions of the multidisciplinary team surveyed 50% of elementary and secondary schools in a Metropolitan school board in Ontario Cole, 1992). Teams had been formerly introduced to all elementary and secondary schools in 1986.…”

Section: Introductionmentioning

confidence: 99%

“…Schools have become recognized as intervention sites for numerous learning, social, and emotional problems affecting children and adolescents (Cole, 1992). Because mental health problems tend to interfere with leaming and socialization, schools have come to rely on multidisciplinary supports to plan effective interventions at school and at home.…”

Section: Introductionmentioning

confidence: 99%

“…(Cole, 1992;Elliott & Sheridan, 1992;Rosenfield, 1987). The consultive problemsolving that teams develop may be described as including several phases: 1.…”

Section: Introductionmentioning

confidence: 99%

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Multidisciplinary School Teams: A Five-Year Follow-up Study

Cole¹,

Brown²

1997

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Toronto Board of EducationA total of 341 multidisciplinary staff members in 55 elenwntary and secondary schools participated in a 1995 study that identified the characteristics of students referred to school teams. The study was in part a replication of one done in 1990, with additional focus on team recommendations formulated during consultation. Many of the findings indicate that over the past five years, teams continued to focus on the same needs and the same model of service. The number of individual students referred to teams has somewhat increased, from a mean of 66 to a mean of 72 per year. The characteristics of sfudents referred to teams continue to emphasize academic performance deficits and social-emotional needs. Secondary teams were more likely to focus on school recommendations, whereas elententary teams were more likely to concentrate on class recommendations. Consultation with parents was viewed by team participants as highly important. Implications and suggestions for the practice of school psychology and multidisciplinary teams are discussed.Un nombre total de 341 membres déquipes multidisciplinaires de 55 écoles primaires et secondaires ont participé en 1995 & a g r a v e ; une étude en vue didentifier les caractéristiques des élèves dont les cas ont & e a c u t e ; t & e a c u t e ; soumis & a g r a v e ; des équipes multidisciplinaires. Cette étude a & e a c u t e ; t & e a c u t e ; réalisée en partie selon la même méthodologie quune étude similaire réalisée en 1990; cette fois-ci, on a de plus parté une attention particulière aux recommandations faites lors de la consultation. On constate quau cours des cinq dernières années les équipes ont continué & a g r a v e ; concentrer leurs efforts sur les mêmes besoins et & a g r a v e ; offrir le même modèle de services. La moyenne du nombre total de cas soumis parannée aux équipes multidisciplinaires a légèrement augmenté, passant de 66 & a g r a v e ; 72 cas. Ceux-ci continuent & a g r a v e ; se rapporter à des difficultés reliées au rendement scolaire et aux besoins socio-affectifs des élèves. Au niveau secondaire, les équipes ont tendance à fonnuler des recommandations applicables au niveau de lécole, alors quau niveau primaire elles visent plutôt la salle de classe.Les membres des équipes ont indiqué quils considèrent la consultation avec les parents comme étant un élément fort important dans le cadre de ce processus. Cet article traite des implications et formule des suggestions pour la pratique de la psychologie scolaire et pour le travail des équipes multidisciplinaires en milieu scolaire.

Meeting the Psychoeducational Needs of Deaf Immigrant and Refugee Children

Akamatsu¹,

Cole²

2000

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This paper discusses issues concerning deaf children who are of immigrant or refugee background. Information pertinent to the general refugee and immigrant population, focusing on migration, adaptation and acculturation are examined, as well as a series of issues that need to be addressed in order to develop programs to meet the many educational and mental health challenges of deaf children. The paper concludes with implications for school psychology consultation.