Prereferral Intervention to Increase Attention and Work Productivity Among Difficult-To-Teach Pupils

Fuchs, Douglas; Fuchs, Lynn S.; Bahr, Michael W.; Reeder, Peggy; Gilman, Susan; Fernstrom, Pamela; Roberts, Holley

doi:10.17161/fec.v22i6.7522

Cited by 1 publication

(1 citation statement)

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“…I’ll do better tomorrow.” A rating of “4” deserves an answer like, “I did great math work today!” We suggested to consultants that they encourage teachers to use the teacher-student contracts and monitoring procedures for several weeks, or about 15 days. (For more information on product inspection monitoring, see Fuchs, Fuchs, Bahr, Reeder, et al, 1990; for a complete description of interval recording, see Fuchs, Fuchs, Gilman, et al, 1990).…”

Section: Methodsmentioning

confidence: 99%

Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale.

Fuchs

Harris

Roberts

1996

School Psychology Quarterly

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Difficult-to-teach students seem to be growing in number. Prereferral intervention is one strategy to help teachers better accommodate such children. During a three-year partnership with a local school district, we developed a prereferral intervention approach, called Mainstream Assistance Teams (MATs), which reflected the particular needs of the district. In Year 4, we explored whether district-employed consultants, whom we had trained the previous year, were ready to implement the prereferral interventions largely independently of our assistance. Eight MAT consultants were divided into two groups of four: one group received less technical assistance; the second group, more. Difficult-to-teach students associated with consultants and teachers supported by relatively little assistance performed as well as their counterparts in the "more" assistance group-and students in both groups outperformed controls from pretreatment to posttreatment. Such results signalled that district personnel had achieved a measure of ownership of an effective practice and, more generally, that we had successfully bridged the notorious research-to-practice gap. Nevertheless, one year later, nobody in the district was using MATs. Reasons for this surprising and disappointing turn of events are discussed. PREREFERRAL INTERVENTIONMany agree that for the public schools to remain viable, educators must ensure that all children achieve much higher standards of learning. Teachers must prove

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Section: Methodsmentioning

confidence: 99%