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The status and impact of prereferral intervention: “We need a better way to determine success”
Author(s) -
Bahr Michael W.
Publication year - 1994
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(199410)31:4<309::aid-pits2310310410>3.0.co;2-7
Subject(s) - psychological intervention , intervention (counseling) , psychology , special education , school psychology , medical education , clinical psychology , medicine , pedagogy , psychiatry
This study assessed the current status of preferral practices in the state of Michigan. Directors of special education for intermediate school districts ( N =49) responded to a survey addressing issues such as whether prereferral intervention was required, the suspected handicaps for which it is used, the nature of the interventions, and who designs, implements, and evaluates interventions. Respondents also commented on the success of prereferral practices. Results indicated that (a) most districts either require or recommend prereferral practices, (b) interventions are used predominantly with students suspected of mild handicaps, and (c) academic and behavior management strategies are equally prevalent intervention strategies. The respondents' judgment of intermittent success for prereferral interventions and the prominence of school psychologists as evaluators of interventions prompt discussion of how psychologists can assist in improving prereferral practices.