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Investigation of variables that predict prereferral intervention team effectiveness
Abstract
This study was conducted to investigate the variables hypothesized to influence the outcome of prereferral intervention teams operating in public schools. Specifically, it was the purpose of this study to identify significant predictors of prereferral intervention team outcome when assessed on the basis of team problem solving skills. Secondarily, this study was intended to derive a descriptive analysis of the organization and operation of prereferral intervention teams. Subjects included 351 individuals (members n = 267, leaders n = 84) comprising 84 prereferral intervention teams. Each subject completed the Prereferral Intervention Team Survey, a self-report instrument comprised of items measuring the variables (e.g., organizational climate, team structure, implementation procedures, consultant skills and training) hypothesized to influence team effectiveness. At a scheduled prereferral intervention team meeting, the entire team membership was asked to read a vignette describing a fictitious student exhibiting behavior problems and then, to address the case as if it were a referral being presented to their team. Descriptive analyses of prereferral intervention teams were conducted relative to: (a) demographic characteristics of teams and team members, (b) team structure and composition, (c) team meetings, (d) team training, and (e) resources available to support team process. In addition, factor analyses were conducted for the purpose of both reducing the number of and identifying common factors from among the items on the Prereferral Intervention Team Surveys. Results generated a six factor solution for the team member sample and eight factors for the team leader sample; both were consistent with the constructs hypothesized to predict team effectiveness. Stepwise multiple regression procedures were performed with factors for team member, team leaders, and team average samples considered separately, as independent variables and prereferral intervention team problem solving skills as the dependent variable. Results failed to identify any of the derived variables as significant predictors of team effectiveness (i.e., problem solving skill). Theoretical and practical implications of these findings were discussed. Most importantly, results from this study call into question many prevailing beliefs regarding the variables that influence prereferral intervention team effectiveness. Limitations of the study and suggestions for future research were discussed.
Subject Area
Psychology|Educational psychology
Recommended Citation
Allen, Sarah Jane, "Investigation of variables that predict prereferral intervention team effectiveness" (1991). ETD collection for University of Nebraska-Lincoln. AAI9211463.
https://digitalcommons.unl.edu/dissertations/AAI9211463