Abstract
This study examined the current practices of school-based intervention teams (SBIT) in New York State. SBIT are designed to provide immediate assistance to students and teachers, to enhance the ability of teachers to serve difficult-to-teach students within regular education classrooms, and to reduce the number of inappropriate referrals to special education. A mail questionnaire (N=T74; return rate=43%) found that a majority of teams meet once a week, during school hours, and consist of about nine members. SBIT members favor teacher intuition and classroom performance over data-based progress monitoring in deterrnining the effectiveness of interventions. The lack of personnel to perform data-based progress monitoring was rated as the most common obstacle to team effectiveness.
Library of Congress Subject Headings
Special education--New York (State); Psychological consultation
Publication Date
11-11-2000
Document Type
Thesis
Department, Program, or Center
Department of Psychology (CLA)
Advisor
DiFonzo, Nicholas
Recommended Citation
Croft, Sean, "A descriptive study of school-based intervention teams in New York State" (2000). Thesis. Rochester Institute of Technology. Accessed from
https://repository.rit.edu/theses/2563
Campus
RIT – Main Campus
Comments
Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LC3982.N7 .C764 2001