The Transdisciplinary Team Approach <i>in Infant Intervention Programs</i>

Landerholm, Elizabeth

doi:10.1177/004005999002200213

Cited by 10 publications

(4 citation statements)

References 4 publications

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“…Consistent with the findings of this study, researchers (Buktenica, 1981;Fenton et al, 1979;Landerholm, 1990;Parker, 1994) have found aspects of team goals, particularly goal setting, to be critical to the team process. Panelists indicated that goals should be clearly stated, prioritized, and regularly reviewed.…”

Section: Critical Variables For Team Effectivenesssupporting

confidence: 84%

“…Although few empirical data are available on team process and factors that contribute to team efforts and effectiveness (Bahr, Whitten, Dieker, Kocarek, & Manson, 1999;Buktenica, 1981;Chalfant & Van Dusen Pysh, 1989;Landerholm, 1990), significant numbers of discussions of team effectiveness can be found. However, in much of this literature the term effectiveness has not been operationalized, and existing definitions are inconsistent.…”

Section: Defining Teaming and The Team Processmentioning

confidence: 99%

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Process Variables Critical for Team Effectiveness

Fleming

Monda‐Amaya

2001

Remedial and Special Education

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Recent school reform movements emphasize collaborative teaming for the successful inclusion and education of diverse student populations in schools. The purpose of this study was to identify and validate a list of critical process variables that support team efforts and effectiveness. Wraparound team members from a large midwestern state, identified as experts in teaming, participated through Delphi procedures in two rounds of response. Twenty nominated experts rated 109 items across six categories: team goals, team member roles and team membership, team communication, team cohesion, team logistics, and team outcomes. Results indicated that items in the categories team outcomes, team goals, and team cohesion were ranked most critical to team effectiveness. The final list of critical process variables can be used to guide community and school-based teams in establishing, monitoring, and evaluating their teams.

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Section: Critical Variables For Team Effectivenesssupporting

confidence: 84%

Section: Defining Teaming and The Team Processmentioning

confidence: 99%

Process Variables Critical for Team Effectiveness

Fleming

Monda‐Amaya

2001

Remedial and Special Education

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“…The desire to build trust leads team members to the third core attribute of effective teams-familiarity. Landerholm (1990) found that successful teams develop over times members learn about each other, a ripe climate can emerge for the development of trust, nurturance, and communication. How do today's teams promote familiarity?…”

Section: Trustmentioning

confidence: 99%

Team-Based Service Delivery for Students with Disabilities

Ogletree¹,

Bull²,

Drew³

et al. 2001

Intervention in School and Clinic

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Team-based service delivery is a common method for families and related professionals to make decisions about children with special needs. Unfortunately, preprofessional training in the area of team functioning has been inadequate. Furthermore, resources to understand and apply the principles of teaming are limited. This article describes current team models and provides guidelines specific to optimal team participation.

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“…Some areas in which barriers to effective team functioning often occur include dysfunctions in: team development, team structure, and interpersonal interactions (Bailey, 1984). Landerholm (1992) described the problems in these areas on an early intervention team, as follows: (1 ) problems in developmental process can occur in the early stages of team building with lack of communication or difficulties in decision-making and conflict management. (2) Problems in team structure can occur in developing the basic team structure, establishing and clarifying goals, a n d developing team cohesiveness.…”

Section: Development Of Teamsmentioning

confidence: 99%