Effects of a school consultation program upon referral patterns of teachers

Ritter, David R.

doi:10.1002/1520-6807(197804)15:2<239::aid-pits2310150218>3.0.co;2-d

Cited by 46 publications

(14 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Quality circles (Karp, 1983) are used in industry and have been developed in professional educational psychology (Fox et al, 1990). In the area of mental health consultation, the work of Caplan (1970) has been influential and has been extensively applied, adapted and even mandated in some states of the US (Ritter, 1978;Chalfant & Pysh, 1989;Graden et al, 1985 a, b).…”

Section: Relevant Literaturementioning

confidence: 68%

Teacher Support Teams for Special Educational Needs in Primary Schools: evaluating a teacher-focused support scheme

Norwich¹,

Daniels²

1997

Educational Studies

View full text Add to dashboard Cite

This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools' approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice.

show abstract

Section: Relevant Literaturementioning

confidence: 68%

Teacher Support Teams for Special Educational Needs in Primary Schools: evaluating a teacher-focused support scheme

Norwich¹,

Daniels²

1997

Educational Studies

View full text Add to dashboard Cite

show abstract

“…The referral reasons headed as short attention span and daydreams may reflect problems of inadequacylimmaturity, and socialized delinquency may be represented by the reasons cited as chronically absent and drinking on campus. It may be that reasons given by teachers in the present study were influenced by the availability of consultants to the districts (Ritter, 1978).…”

mentioning

confidence: 87%

“…Through the referral process, information is collected to decide on the stated need for special education placement. The relationship between referral information and placement decision has been reported by numerous investigators (Giesbrecht & Routh, 1979;Lietz & Gregory, 1978;Ritter, 1978;Sandler, 1980;Siegel, 1981;Ysseldyke & Algozzine, 1980). The results highlight the importance of referral information for placement decisions.…”

mentioning

confidence: 99%

What reasons are given by teachers who refer problem behavior students?

Hutton

1985

Psychol. Schs.

View full text Add to dashboard Cite

Referral information regarding 2 I5 students referred to school psychologists was reviewed. Of this group, 74% were males and approximately one-half were referred while enrolled in the third through sixth grades. The most frequently stated reasons for referral were: (a) poor peer relationships, (b) displays frustration, (c) below academic expectations, (d) shy and withdrawn behavior, (e) disruptive behavior, (f) fighting, (g) refuses to work, and (h) short attention span. Referral reasons presented by classroom teachers correspond to the four major characteristics of behavior disorders: conduct disorders, personality disorders, inadequacy/immaturity, and socialized delinquency. Most referrals corresponded to reported behaviors representing conduct and personality disorders.The route that students take from the regular classroom into special education programs is through the regular classroom teacher. Through the referral process, information is collected to decide on the stated need for special education placement. The relationship between referral information and placement decision has been reported by numerous investigators (Giesbrecht ). The results highlight the importance of referral information for placement decisions.The purpose of this study was to identify the reasons presented by teachers for referring problem students to special education services. METHODThe records of 2 15 students referred to school psychologists in five different school districts were reviewed. Fifty-five percent of the students attended school in a semirural school district; 40% attended a suburban school district; and 5% were from school districts in a special education cooperative. All of the school districts contracted for psychological services from independent providers and restricted referrals to diagnosing emotional disturbance and provision of behavior management consultation. None of the districts had fulltime school psychologists.The referred students attended kindergarten through 12th grades. The majority were boys (74%) and the predominant ethnic group was Caucasian (60%). Approximately 50% of the referrals were from the 3rd through 6th grades, with fewest referrals from kindergarten and the last years of high school.Each of the 215 students had referral packets completed when referred for special education services. As part of the packet, the referring teacher wrote reasons for referral.These reasons were tabulated and analyzed.RESULTS AND DISCUSSION The referral statements were categorized into 25 headings. Thirty-four of the 21 5 students were referred for the determination of continued eligibility for special education services. Since these referrals did not originate with the teachers, they were not included Reprint requests should be sent to Jerry B. Hutton, 2625 Anita, Garland, TX 75041. 79

show abstract

“…Ritter (1978) provided the first descriptive analysis of the effects of a school consultation program on the referral patterns of elementary teachers over a 7-year period. Ritter hypothesized that consultation services offered through the local mental health service would help public school teachers develop and refine their coping skills in dealing with student behavior problems.…”

Section: General Education Prereferral Interventionmentioning

confidence: 99%