Michigan州转诊前干预现状评估：寻求成功的更好途径
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"这篇学术论文探讨了转诊前干预在教育领域的现状及其影响，作者是Michael W. Bahr，来自西方密歇根大学。研究基于对密歇根州49个中级学区特殊教育主任的调查，关注是否需要转诊前干预、用于何种疑似障碍、干预性质以及谁设计、实施和评估这些干预措施。"
文章标题和描述所涉及的知识点：
1. **转诊前干预(Prereferral Intervention)**：这是教育领域中一个重要的概念，指的是在正式将学生转介到特殊教育服务之前，学校或教育机构采取的一系列策略和措施，旨在帮助疑似有学习或行为问题的学生，尽可能地减少不必要的特殊教育转介。
2. **现状评估**：Michael W. Bahr的研究显示，大多数学区要么要求要么推荐转诊前干预，这表明此类实践在教育系统中广泛存在且被认为是必要的。
3. **应用对象**：转诊前干预主要应用于疑似有轻度障碍的学生，这可能是因为这些学生的问题可能通过非正式或低强度的支持就能得到改善，而无需进入正式的特殊教育程序。
4. **干预类型**：调查结果表明，学术策略和行为管理策略是同样常见的干预手段，这反映了教育工作者在处理学生问题时的多方面考虑，包括学业支持和行为矫正。
5. **角色分配**：设计、实施和评估干预措施的角色并不单一。教育主任、教师、心理咨询师等都可能参与其中，而学校心理学家在评估干预效果上扮演了显著角色。
6. **成功标准的讨论**：受访者对于转诊前干预的成效评价为间歇性成功，这引发了关于如何更准确地衡量干预成功与否以及心理学家如何提供帮助的讨论。这提示我们需要改进评估体系，以便更好地理解哪些干预策略有效，哪些需要改进。
7. **教育政策与实践**：论文揭示了教育政策如何影响实践，并强调了在制定和执行转诊前干预政策时需要考虑到实际效果和学生的个体差异。
8. **特殊教育需求识别**：通过对疑似轻度障碍学生的干预，教育系统试图早期识别和解决学生的学习和行为问题，以促进他们的全面发展。
9. **专业角色的界定**：论文也涉及了不同教育专业人员（如学校心理学家）在支持和评估学生干预中的作用，强调了跨学科合作的重要性。
10. **未来研究方向**：鉴于受访者对当前评估成功标准的不满，未来的研究可能集中在开发更有效的评估工具和方法，以优化转诊前干预的效果。
这篇论文对理解教育系统如何处理学生的学习困难和行为问题提供了有价值的信息，并提出改进干预实践和评估方法的需求。
P.~yCholoRy
in
the Schools
Volume
31.
October
1994
THE STATUS AND IMPACT OF PREREFERRAL INTERVENTION:
“WE NEED A BETTER WAY TO DETERMINE SUCCESS”
MICHAEL
W.
BAHR
Western Michigan University
This study assessed the current status
of
preferral practices in the state
of
Michigan.
Directors
of
special education for intermediate school districts
(N=
49)
responded
to a survey addressing issues such as whether prereferral intervention was required,
the suspected handicaps for which it is used, the nature
of
the interventions, and who
designs, implements, and evaluates interventions. Respondents also commented
on
the success
of
prereferral practices. Results indicated that (a) most districts either
re-
quire or recommend prereferral practices,
(b)
interventions are used predominantly
with students suspected of mild handicaps, and (c) academic and behavior manage-
ment strategies are equally prevalent intervention strategies. The respondents’ judg-
ment
of
intermittent success for prereferral interventions and the prominence
of
school
psychologists as evaluators
of
interventions prompt discussion of how psychologists
can assist in improving prereferral practices.
Interest in prereferral intervention has increased dramatically in recent years.
Although school-based interventions, particularly within a consultation framework, are
hardly considered new educational phenomena (Graden,
1989),
the systematic develop-
ment of prereferral intervention, which is designed to reduce referrals for special educa-
tion and to increase the accuracy of placement rates for children who are referred, is
novel (Ysseldyke, Pianta, Christenson, Wang,
&
Algozzine,
1983).
More important,
prereferral intervention exemplifies an educational practice that addresses the needs of
at-risk learners in general education, enhances the skills of school professionals through
collaborative problem solving, and embodies the spirit of least restrictive environment.
From a research perspective, the relative infancy of prereferral intervention (Graden,
Casey.
&
Christenson,
1985)
has precluded the establishment of an extensive knowledge
base. To date, only a few empirical studies (Bahr, Fuchs, Fuchs, Fernstrom,
&
Stecker,
1993;
Chalfant
&
Pysh,
1989;
Fuchs, Fuchs,
&
Bahr,
1990;
Fuchs, Fuchs, Bahr, Fern-
strom,
&
Stecker,
1990;
Graden, Casey,
&
Bonstrom,
1985)
investigating prereferral
implementations have been completed. In a recent review, Sindelar, Griffin, Smith, and
Watanabe
(1992)
concluded that preliminary findings from these studies were encouraging
and widespread implementation should ensue. Sindelar et al.
(1992)
hastened to add,
however, that future research on prereferral intervention should incorporate traditional
classroom interventions as well as more proactive practices derived from the research
on effective schools (for example, see Bossert,
1985,
and Brophy,
1983).
In addition to implementation studies, survey research has also provided useful in-
formation on prereferral practices. In
a
poll of state directors of special education, Carter
and Sugai
(1989)
found that a majority
(67%)
of states require
or
recommend prereferral
Research reported in this paper was supported by a grant from the College
of
Education, Western Michigan
University.
The author gratefully acknowledges Dr. Melanie Warnke for her editorial suggestions and Ms. Carolyn
Cardwell for her technical assistance.
Portions of this paper were presented at the annual meeting
of
the National Association
of
School
Psychologists, Nashville,
TN,
1992.
Correspondence and requests for reprints should be sent to Michael W. Bahr, Department
of
Counselor
Education and Counseling Psychology, Western Michigan University, Kalamazoo, Michigan,
49008-5195.
309
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