Prereferral Intervention Processes: A Survey of State Practices

Buck, Glenn H.; Polloway, Edward A.; Smith-Thomas, A. M. Y.; Cook, Kelly Wilcox

doi:10.1177/001440290306900306

Cited by 50 publications

(55 citation statements)

References 9 publications

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“…This is consistent with the findings of Buck et al (2003). For example, only 14% of the states made any recommendations about PIT membership.…”

Section: Discussionsupporting

confidence: 90%

“…The current research confirms previous findings that prereferral intervention is commonly required or recommended by states (Carter & Sugai, 1989), preferably via team-based approaches (Buck et al, 2003). The current research confirms previous findings that prereferral intervention is commonly required or recommended by states (Carter & Sugai, 1989), preferably via team-based approaches (Buck et al, 2003).…”

Section: Discussionsupporting

confidence: 89%

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The Current State(s) of Prereferral Intervention Teams

Truscott

Cohen

Sams³

et al. 2005

Remedial and Special Education

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Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. Survey 1 obtained information about state PIT regulations and recommendations from employees of the 51 state education departments (50 states and Washington, DC). Survey 2 obtained information about elementary schools' PIT prevalence, membership, goals, and common intervention recommendations from employees of 200 elementary schools (4 per state). Survey 1 results indicated that although 69% of states mandate prereferral intervention and 86% require or recommend PITs, states provided little direction about how to implement such services (e.g., only 14% specified or recommended team composition). Survey 2 results indicated that 85% of schools had PITs, which were composed predominantly of multidisciplinary specialists (e.g., administrators and school psychologists). Remedial teachers and parents were sometimes PIT members, but community representatives were seldom on the PIT. There was no clear school-based consensus on PIT goals. PITs most commonly recommended additional services, testing, or easy classroom interventions and seldom recommended substantive instructional modifications. Existing PITs seldom approached problems or interventions from an ecological perspective. Implications for research and practice are discussed.

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“…This is consistent with the findings of Buck et al (2003). For example, only 14% of the states made any recommendations about PIT membership.…”

Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 89%

The Current State(s) of Prereferral Intervention Teams

Truscott

Cohen

Sams³

et al. 2005

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…They reported that 43% of the states required prereferral intervention practices, whereas an additional 29% recommended the use of such practices. Numerous states (47%) reported not using a standard term statewide for the team; however, the most common terms were child study team, prereferral intervention team, and teacher intervention team (Buck et al, 2003).…”

Section: Historical Evolution Of Teams In Schoolsmentioning

confidence: 99%

Maximizing the effectiveness of building teams in response to intervention implementation

Nellis

2012

Psychology in the Schools

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In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data-based decision making occurs at the school, grade, small-group, and individual student level. Thus, high-quality teaming practices are critical for the realization of the potential outcomes associated with RtI and intervention efforts. Existing research has identified various barriers to the implementation of high-quality team practices. This article summarizes the history of teaming in schools, discusses potential barriers, and offers strategies for enhancing team practices and maximizing the outcomes of teaming. C 2012 Wiley Periodicals, Inc.

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“…In a survey of state departments of education, Buck, Polloway, Smith-Thomas, and Cook (2003) found that almost half (49%) of the respondents indicated that their intervention teams were led by school administrators or student service coordinators. In a survey of state departments of education, Buck, Polloway, Smith-Thomas, and Cook (2003) found that almost half (49%) of the respondents indicated that their intervention teams were led by school administrators or student service coordinators.…”

Section: References To Administrative Participation In Teams In the Lmentioning

confidence: 99%

Administrator Participation in Promoting Effective Problem-Solving Teams

Rafoth

Foriska²

2006

Remedial and Special Education

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Although the participation of administrators in problemsolving consultation teams is frequently mentioned in the literature as an important factor in the effectiveness of those teams, there has been little research into the impact of administrators on such teams. The impact of administrator participation on problemsolving consultation teams (including prereferral, teacher assistance, mainstream assistance, intervention assistance, and instructional support teams) is discussed, and a model of administrator impact is proposed. A literature review suggests that in determining the efficacy of collaborative problem-solving teams via enhanced student outcomes, the relationship between specific variables that contribute to an interactive model of principal-teacher influence, shared instructional leadership, and specific administrative support mechanisms should be examined. In particular, investigations into the the impact of an interactive teacher-principal influence model on principal characteristics and administrative supports and into the way those supports in turn affect school culture to influence successful collaborative problem-solving teams are of primary interest.

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Prereferral Intervention Processes: A Survey of State Practices

Cited by 50 publications

References 9 publications

The Current State(s) of Prereferral Intervention Teams

The Current State(s) of Prereferral Intervention Teams

Maximizing the effectiveness of building teams in response to intervention implementation

Administrator Participation in Promoting Effective Problem-Solving Teams

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