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Consultation outcome as a result of in‐service resource teacher training
Author(s) -
White Garry W.,
Pryzwansky Walter B.
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198210)19:4<495::aid-pits2310190416>3.0.co;2-o
Subject(s) - psychology , resource (disambiguation) , teacher education , empathy , special education , mathematics education , medical education , pedagogy , social psychology , medicine , computer network , computer science
The effects of learning disabilities teacher training for consultation with classroom teachers were investigated. Twelve learning disabilities resource teachers and 60 elementary school classroom teachers within one school system served as subjects. Four learning disabilities resource teachers received communication skills training , and four resource teachers received conceptual assumptions training . In addition, four resource teachers served as a control group for the study. Each resource teacher conducted three 20‐ to 30‐minute conferences with each of five elementary school teachers. Following the third conference, information was collected concerning: (a) classroom teacher ratings of satisfaction with services, (b) joint ratings of the child's progress toward goals set during the first conferences, (c) the percentage of recommendations implemented, and (d) classroom teacher ratings of joint responsibility, and of resource teacher respect, empathy, and congruence. There were three findings in this study. First, no differences resulting from either type of training were found at posttest for classroom teacher respect, resource teacher congruence, joint responsibility, or joint ratings of the child's progress. Second, training resource teachers in communication skills resulted in significantly higher classroom teacher ratings of resource teacher empathy. Finally, significant differences due to resource teacher experiences prior to this study were noted with classroom teacher ratings of the child's progress, and the number of recommendations implemented.