The Role of Prereferral Intervention Teams in Early Intervention and Prevention of Mental Health Problems

Abstract

Prereferral intervention teams provide consultation to teachers using a problem-solving process to better serve students, provide teachers with skills to assist future students, and prevent inappropriate referrals to special education. The present study is a comprehensive qualitative investigation of 4 prereferral intervention teams. Data collection included a review of records, interviews, observations, a survey, and feedback sessions. The study gathered information on types of referrals teams received, the interventions they developed and their level of preventiveness, and the involvement of community members on the teams. Differences across these areas between the elementary and secondary levels were identified. Key findings included the following: teams frequently addressed behavioral/ social-emotional issues; most interventions were treatments presented outside classroom and/or school; there was a greater focus on outside school issues (e.g., community and drug problems) at the secondary level; and community social workers focused on social-emotional issues and helped to integrate services between the school and community.

Additional information

Notes on contributors

Kirsten A. Eidle

Kirsten Eidle recently completed her PsyD in school psychology at the University at Albany, State University of New York. She is currently working as a school psychologist in the Guilderland School District in New York. Her research interests include prereferral intervention, consultation, and the use of qualitative methods.

Joel Meyers

Joel Meyers is a professor of school psychology at Georgia State University. His research interests include school reform and its impact on special education, consultation, and the use of qualitative methods for research within school psychology.

Stephen D. Truscott

Stephen Truscott is currently an instructor within the Department of Counseling and Educational Psychology at the University at Albany, State University of New York. Stephen is completing his PsyD in school psychology at the University at Albany, State University of New York. His research interests include qualitative research on consultation and school reform.

Tammy Boyd

Tammy Boyd is currently completing her PsyD in school psychology at the University at Albany, State University of New York.