Alternative Instruction in the Regular Classroom: A Case Illustration and Evaluation

Abstract

Systematic evaluation of a program providing alternative instruction in general education classrooms is presented. The purpose of this evaluation was to gauge the effectiveness of the program and to expand the empirical foundation of alternative service delivery. The primary features of the program are multidisciplinary team consultation and direct academic intervention in the regular classroom for children at risk for failure. Data were gathered relative to changes in service delivery patterns and the acceptability of the program to teachers. These data indicate that, over time, classroom teachers have increased their requests for consultation to meet the academic needs of their students, that in comparison to other schools the participating school has qualified increasingly fewer children for special education services and that participating teachers have maintained positive attitudes toward the alternative instruction program. These evaluation data provide initial evidence of the program's success. The program is presented as a potential model for similar efforts in other schools.

Additional information

Notes on contributors

Mary Henning-Stout

Mary Henning-Stout, PhD, is an Associate Professor in Counseling Psychology and Coordinator of the School Psychology Program at Lewis and Clark College in Portland, Oregon. Her research interests include responsive alternatives for academic assessment and interventions; consultation; and gender issues in educational training, practice, and research.

Deborah A. Lucas

Deborah A. Lucas, MS, completed her school psychology degree in 1990 at Lewis and Clark College. She is a school psychologist for the Gladstone, Oregon School District. As the first and only school psychologist for this small district, she has introduced best practices and established a comprehensive school psychology delivery system.

Victoria L. McCary

Victoria L McCary, MS, has been a school psychologist with the David Douglas School District in Portland, Oregon since completing her degree at Lewis and Clark College in 1990. She is currently active in initiating and integrating solution-focused approaches into individualized and consultative services in schools.