Citation

Del'Homme M, Kasari C, Forness SR, Bagley R. Educ. Treat. Child. 1996; 19(3): 272-285.

Copyright

(Copyright © 1996, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Referrals to student study teams were examined over the course of one year in an urban school district. There were 204 children referred in grades K-5 for prereferral services. The majority of students referred had a mixture of academic and behavioral problems.

FINDINGS indicated that boys were referred more than girls to student study teams, and particularly for behavioral problems; that interventions employed by teachers typically "matched" the referring problem; and that referral to special education was differentially influenced by the type of referring problem. Students with academic problems were more likely to be referred to special education than students referred for behavioral problems.

Language: en