The Impact of Collaborative Consultation on Special Education Referral Accuracy

Yocom, Dorothy Jean; Staebler, Bonnie

doi:10.1207/s1532768xjepc0702_5

Cited by 3 publications

(3 citation statements)

References 22 publications

(29 reference statements)

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“…Researchers who have reviewed the teacher consultation literature have generally found teacher consultation effective (e.g., Busse, Kratochwill, T. R., & Elliott,, 1995; Medway & Updyke, 1985; Sheridan, Welch, & Orme, 1996). Models of teacher consultation have included behavioral (e.g., Kratochwill & Bergan, 1990; Noell et al, 2005), conjoint behavioral (e.g., Freer & Watson, 1999; McDougal, Nastasi, & Chafouleas, 2005; Sheridan & Steck, 1995; Sheridan, Clarke, Knoche, & Edwards, 2006; Sheridan, Eagle, Cowan, & Mickelson, 2001; Sladeczek, Elliott, Kratochwill, Robertson Mjaanes, & Stoiber, 2001; Wilkinson, 2005), collaborative (e.g., Denton, Hasbrouck, & Sekaquaptewa, 2003; Erchul, Hughes, Meyers, Hickman, & Braden, 1992; Givens Ogle, Christ, & Idol, 1991; Ray, Skinner, & Watson, 1999; Yocom & Staebler, 1996), and responsive systems consultation (e.g., Denton et al, 2003; Hughes, Hasbrouck, Serdahl, Heidgerken, & McHaney, 2001). Moreover, several problem areas have been successfully addressed using consultation approaches, including student achievement (e.g., Givens Ogle et al, 1991; Theodore et al, 2009), student disruptive behavior (e.g., Denton et al, 2003; McDougal et al, 2005; Ray et al, 1999; Sheridan et al, 2001; Sladeczek et al, 2001; Wilkinson, 2005), teacher behavior (e.g., Cossairt, Vance Hall, & Hopkins, 1973; Meyers, Freidman, & Gaughan, 1975; Noell et al, 2005; Sparks, 1988; White & Fine, 1976), and parent–teacher relationships (Sheridan et al, 2006; Sheridan & Kratochwill, 2007).…”

mentioning

confidence: 99%

The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

Ruble

Dalrymple²,

McGrew

2010

Journal of Early Intervention

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The effects of a teacher consultation intervention were examined—namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent–teacher consultation, followed by four teacher consultations across the school year. Thirty-five teachers and a randomly selected child with autism (M age = 6.1 years) from each classroom participated. Compared to the nonintervention teacher–child dyads, the intervention teacher–child dyads showed improvements in individualized education program objectives, with a large effect size (d = 1.51).

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mentioning

confidence: 99%

The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

Ruble

Dalrymple²,

McGrew

2010

Journal of Early Intervention

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“…When effectively implemented, prereferral intervention strategies have several advantages. For instance, they allow students to be more successful in their own classrooms and access a higher-quality curriculum, facilitate professional and collaborative relationships between general and special education faculty, and reduce inappropriate referrals to special education (Buck et al, 2003;Yocom & Staebler, 1996). Consultation refers to collegial problem-solving efforts between special educators and general educators who work directly together with the goal of indirectly addressing problems students are experiencing (Sheridan & Welch, 1996).…”

Section: A Best Practice Of Special Education Service Deliverymentioning

confidence: 99%

Moral, Legal, and Functional Dimensions of Inclusive Service Delivery in Catholic Schools

Scanlan

2009

JOCE

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Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students' special needs, their legal obligations grow. The article concludes by describing the learning consultant model, a system of service delivery that balances these moral and legal duties. F ostering effective and inclusive service delivery systems to meet students' special needs is a fundamental obligation of Catholic elementary and secondary schools. This article examines the moral and legal foundations that oblige this, and argues that a systematic approach to integrated service delivery allows Catholic schools to meet these moral and legal duties. Morally, Catholic social teaching compels Catholic schools to act in manners that affi rm human dignity, serve the common good, and demonstrate a preferential option for the marginalized. Legally, Section 504 of the Rehabilitation Act of 1973 directs Catholic school communities to provide equitable educational opportunities for students with special needs. Functionally, a systematic approach, such as the learning consultant model, empowers schools to cultivate service delivery on strong moral and legal grounds. These three dimensions-the moral, legal, and functional-create three legs of a stool upon which inclusive service delivery in Catholic schools can stand. Inclusive service delivery systems can address the multiple dimensions of diversity that students bring to our increasingly pluralistic school communities. While separate approaches to address these dimensions can lead schools to develop a plethora of distinct and disjointed programs (e.g.,

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“…Prereferral intervention strategies refer to changes in instructional approaches as early attempts to ameliorate students' struggles. When effective, prereferral intervention strategies allow students to be more successful in their own classrooms and access a higher-quality curriculum; they facilitate professional and collaborative relationships between general and special education faculty; and they reduce inappropriate referrals to special education (Buck et al, 2003;Yocom & Staebler, 1996). Consultation refers to collegial problemsolving efforts between special educators and general educators who work directly together with the goal of indirectly addressing problems that students are experiencing (Sheridan, Welch, & Orme, 1996).…”

Section: The Learning Consultant Model As a Best Practicementioning

confidence: 99%

Leadership Dynamics Promoting Systemic Reform for Inclusive Service Delivery

Scanlan¹

2009

Journal of School Leadership

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This article presents a multicase study of two systems of schools striving to reform service delivery systems for students with special needs. Considering these systems as institutional actors, the study examines what promotes the understanding and implementation of special education service delivery within a system of schools in a manner that strengthens the capacity of schools to welcome students with special needs. Key findings illustrate how central office support and relationships across horizontal, vertical, and diagonal dimensions mediate efforts to reorient organizations, establish policy coherence, provide instructional leadership, and maintain the focus on reform. The article concludes with implications across school sectors for policies and practices that promote inclusive service delivery for students with special needs. Effectively and inclusively serving students with special needs is a compelling and elusive goal of school leaders. This pursuit is typically an isolated endeavor of individual school leaders working to reform a specific school rather than an effort undertaken by colleagues working across a system. As such, these pursuits can create pockets of innovative practice in individual schools, often largely dependent on key leaders at the school. This article examines an alternative to this: leadership dynamics within and across schools in systems striving to improve service delivery for students with special needs. Special needs is used as an umbrella term encompassing students with diagnosed disabilities and those facing undiagnosed barriers to school success. This study compares and contrasts two school systems, answering the question, What promotes the understanding and implementation of the learning consultant model within a system of

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The Impact of Collaborative Consultation on Special Education Referral Accuracy

Cited by 3 publications

References 22 publications

The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

Moral, Legal, and Functional Dimensions of Inclusive Service Delivery in Catholic Schools

Leadership Dynamics Promoting Systemic Reform for Inclusive Service Delivery

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