Implementation and Evaluation of a Behavioral, School-Based Special Service Delivery System

Abstract

This investigation compared the relative effectiveness of two alternate behavioral approaches to the delivery of individual, special service programs within a public school district. A multiple baseline design was used wherein two multidisciplinary special service teams were randomly assigend to two elementary schools, with each school being randomly assigned to a different service delivery system. The service delivery systems were: (1) an explicit, termed COMPASS, which required the use of a system approach to the design, implementation, and evaluation of special service programs; and (2) an implicit system, termed non-COMPASS, which did not rely on the use of the system approach. Effects of the implementation of COMPASS were assessed relative to non-COMPASS on two measures of service delivery productivity: lag time in days for response to pupil referrals for special services; and the number of individual, speical service programs which were designed, implemented, and evaluated by each team. COMPASS had positive effects on these two variables, and was perceive by teachers and administrators as a valuable approach to special service delivery. The need for productive, school-based special service delvery systems, given the recent enactment of Public Law 94-142, is discussed.