Date Approved

5-11-2017

Embargo Period

5-11-2017

Document Type

Thesis

Degree Name

MA Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Paparo, Nanci

Keywords

intervention, referral

Subject(s)

Learning-disabled children--Services for; Learning-disabled children--Identification

Disciplines

Special Education and Teaching | Student Counseling and Personnel Services

Abstract

One of the primary purposes of the Intervention and Referral Services (I & RS) process is to assist school staff in addressing students' learning, behavior, or health needs (N.J.A.C. 6A:16-7.1 [a]). This study sought to improve I & RS process and student outcomes in a southern New Jersey elementary school that services students from grades Pre-Kindergarten through second grade. At the outset of the study, school administrators reported that an area of need was to formulate an intervention resource for the school's I & RS committee and teaching staff. It was determined that an online/interactive intervention manual would be created allowing teaching staff to support each other when intervening with at-risk students. Interventions were developed for the manual by the researcher, and additional interventions were offered by teaching staff. Pre- and post-survey information, interview information, and referral statistics were used to identify and examine study effects. It was found that there was little effect on staff perceptions of the I & RS process and student referrals to the child study team were unchanged. The researcher concluded that the study did begin to move school I & RS processes in a more collaborative, supportive direction.

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