Fuchs D, Fuchs L S, Bahr M W
George Peabody College of Vanderbilt University.
Except Child. 1990 Oct-Nov;57(2):128-39.
The purpose of this investigation was to determine whether a consultant-driven prereferral intervention may be shortened in duration, thereby improving its efficiency, without reducing its effectiveness. Subjects were 60 general educators; their 60 most difficult-to-teach pupils without disabilities; and 22 consultants, representing 17 elementary schools in a large metropolitan school system. The teachers were assigned randomly to a short (n = 24) and long version (n = 24) of the prereferral intervention and to a control group (n = 12). Analyses indicated that the two variants of the prereferral intervention improved teacher perceptions of their difficult-to-teach students and decreased referrals for testing and possible special education placement. Moreover, results suggested that the short and long versions were equally effective. Implications for consultation-related activity are discussed.
本调查的目的是确定由顾问推动的转介前干预措施的时长是否可以缩短，从而在不降低其有效性的情况下提高其效率。研究对象包括60名普通教育工作者；他们各自60名最难教的无残疾学生；以及22名顾问，这些顾问来自一个大型都市学校系统中的17所小学。教师被随机分配到转介前干预措施的短版（n = 24）和长版（n = 24），以及一个对照组（n = 12）。分析表明，转介前干预措施的两个版本都改善了教师对其难教学生的看法，并减少了进行测试及可能接受特殊教育安置的转介情况。此外，结果表明短版和长版同样有效。文中还讨论了与咨询相关活动的意义。
