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Perspectives on the use of the problem‐solving model from the viewpoint of a school psychologist, administrator, and teacher from a large midwest urban school district
Author(s) -
Lau Matthew Y.,
Sieler Jay D.,
Muyskens Paul,
Canter Andrea,
VanKeuren Barbara,
Marston Doug
Publication year - 2006
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/pits.20135
Subject(s) - psychological intervention , psychology , intervention (counseling) , school psychology , school district , process (computing) , norm (philosophy) , special education , mathematics education , response to intervention , medical education , pedagogy , applied psychology , computer science , medicine , psychiatry , political science , law , operating system
The Minneapolis Public School System has been implementing an intervention‐based approach to special education placement. This Problem‐Solving Model (PSM) was designed to de‐emphasize the role of norm‐referenced tests and to provide early instructional interventions. The basic outline of the PSM is to define the problem, determine the best interventions to address this problem, implement interventions and monitor their effectiveness, and repeat the cycle as needed. In this article, we present a case study of a student moving through this process. We also discuss how movement toward a data‐based decision‐making process impacts the roles of school psychologists, administrators, and special education teachers. Common questions regarding the model are addressed, and tips for effective implementation of a problem‐solving model are outlined. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 117–127, 2006.