A Multiple Method Longitudinal Investigation of Pre-Referral Intervention Team Functioning: Four Years in Rural Schools

Abstract

Qualitative and quantitative methods were used to examine a four year program designed to improve the effectiveness of prereferral intervention teams in rural schools. Quantitative data (basic descriptives) were collected regarding referrals, recommendations, and outcomes. Team meetings were audiotaped and coded to yield qualitative data about the problem-solving processes used and the ecological focus of the statements. Results suggested that the program yielded positive effects, such as a shift from teachers selecting outside interventions to implementing within-classroom interventions, increased follow-up, and increased utilization of objective evaluation methods. Qualitative results suggested that teams focused on a variety of factors and used problem-solving processes. This study provides an example of an effective way to collaborate with schools to improve the functioning of prereferral teams. Teams are most likely to be successful when they invest in training, have administrative support, operate with multidisciplinary membership, and adhere to a consultative model with a structured problem-solving process.