Special education service delivery: Perceptions and practices in intervention assistance models and traditional models

Persistent Link:
http://hdl.handle.net/10150/289466
Title:
Special education service delivery: Perceptions and practices in intervention assistance models and traditional models
Author:
Thompson, Sandra Samuelson, 1958-
Issue Date:
1997
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Intervention assistance models of special education service delivery are an alternative to traditional refer-test-place models. They are designed to promote problem solving and problem ownership among teachess regarding to difficult-to-teach students, and to reduce unnecessary special education referrals and placements. This study investigated teachers' perceptions of problem ownership as measured by their responses to vignettes which depicted students exhibiting academic and/or behavioral difficulties. The methods and results of the pilot study for this study are also presented. Participants in the present study included teachers from both intervention assistance and traditional model schools. Generalizability theory was used to estimate variance components at the model and the individual levels. Results indicated that no variance in teachers' perceptions of problem ownership was accounted for by different service delivery models. A substantial portion of variance was related to differences among individual teachers. However, the largest source of variance was the vignette-by-teacher interaction. Special education referral and placement practices were also investigated. Referral and placement rates across intervention assistance schools were compared with rates across traditional schools. Both referral and placement rates were significantly lower across intervention assistance than across traditional model schools. The proportion of placements to referrals was also compared between models. Results provided no evidence to indicate that the proportion of placements to referrals differs between the two models. Findings are summarized and discussed, and their implications for future practice and research are examined.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Education, Special.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Sabers, Darrell L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleSpecial education service delivery: Perceptions and practices in intervention assistance models and traditional modelsen_US
dc.creatorThompson, Sandra Samuelson, 1958-en_US
dc.contributor.authorThompson, Sandra Samuelson, 1958-en_US
dc.date.issued1997en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIntervention assistance models of special education service delivery are an alternative to traditional refer-test-place models. They are designed to promote problem solving and problem ownership among teachess regarding to difficult-to-teach students, and to reduce unnecessary special education referrals and placements. This study investigated teachers' perceptions of problem ownership as measured by their responses to vignettes which depicted students exhibiting academic and/or behavioral difficulties. The methods and results of the pilot study for this study are also presented. Participants in the present study included teachers from both intervention assistance and traditional model schools. Generalizability theory was used to estimate variance components at the model and the individual levels. Results indicated that no variance in teachers' perceptions of problem ownership was accounted for by different service delivery models. A substantial portion of variance was related to differences among individual teachers. However, the largest source of variance was the vignette-by-teacher interaction. Special education referral and placement practices were also investigated. Referral and placement rates across intervention assistance schools were compared with rates across traditional schools. Both referral and placement rates were significantly lower across intervention assistance than across traditional model schools. The proportion of placements to referrals was also compared between models. Results provided no evidence to indicate that the proportion of placements to referrals differs between the two models. Findings are summarized and discussed, and their implications for future practice and research are examined.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Special.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSabers, Darrell L.en_US
dc.identifier.proquest9738937en_US
dc.identifier.bibrecord.b37459727en_US
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