Short R J, Talley R C
University of Missouri, Columbia 65211, USA.
Psychol Rep. 1996 Dec;79(3 Pt 2):1431-8. doi: 10.2466/pr0.1996.79.3f.1431.
School-based problem-solving teams recently have received much attention as a possible support for children who are at risk for school failure and for over-referral to special education. However, no controlled studies of the effects of such teams on numbers of referrals for special education or for proportion of appropriate referrals for special education have been conducted. The lack of adequate research concerning school-based problem-solving teams, coupled with the widespread promotion of their use, suggests that further study of such teams is important. In this study, we investigated the effect of one team model, Teacher Assistance Teams, on special education referrals in elementary schools of a large urban district. To address limitations of previous research, schools with such teams were compared with those without across several years of implementation. Analysis yielded a significant decrease in referrals in both groups of schools but no significant differences between groups. These findings may be explained by the context in which both groups of schools functioned.
作为对面临学业失败风险和被过度转介至特殊教育的儿童的一种可能支持，校本问题解决团队最近受到了广泛关注。然而，尚未有对照研究考察此类团队对特殊教育转介数量或特殊教育适当转介比例的影响。关于校本问题解决团队的研究不足，再加上其使用的广泛推广，表明对此类团队进行进一步研究很重要。在本研究中，我们调查了一种团队模式——教师协助团队，对一个大城市学区小学特殊教育转介的影响。为解决以往研究的局限性，在数年的实施过程中，对设有此类团队的学校与未设此类团队的学校进行了比较。分析结果显示，两组学校的转介数量均显著下降，但两组之间无显著差异。这些发现可能由两组学校所处的环境来解释。
