Marshall Welch

Is Consultation Effective? A Review of Outcome Research

This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological FEATURES OF THE research and draws conclusions regarding the current state of consultation and teaming outcome studies. specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, and other models). nearly three-fourths of all studies reported some positive outcomes. Methodological advances have been made in some areas, such as the use of experimental designs, multiple outcome measures, assessment of acceptability, and attention to social validity. however, the majority of these advances are incorporated primarily into the behavioral consultation research, not into studies investigating other consultation approaches. practice implications and a research agenda are offered based on the results of this review.

What's the Score and Game Plan on Teaming in Schools? A Review of the Literature on Team Teaching and School-Based Problem-Solving Teams

Articles on team teaching and school-based problem solving teams (SBPSTs) published in refereed journals from 1980 to 1997 were reviewed. The review was designed to (a) identify the types of published articles on team teaching and SBPSTs, (b) review articles on team teaching and SBPSTs published in refereed journals, (c) summarize the conclusions of published articles, (d) draw conclusions regarding the current research trends, and (e) present suggestions for continued research in teaming outcome research. This review begins with a characterization of team teaching and SBPSTs, followed by a description of the review process. Results indicate that most articles are anecdotal reports or technical guides for implementing both models. Results also suggest that research of both models lack experimental designs and generally report student-based outcomes. This review concludes with a discussion of the results and suggestions for continued research efforts.

Descriptive Analysis of Team Teaching in Two Elementary Classrooms: A Formative Experimental Approach

This article reports the results of a descriptive analysis of team teaching in two classrooms. The study employed a relatively new approach to field-based research, referred to as formative experiments, to conduct formative and summative evaluation procedures. Results of quantitative and qualitative analyses to assess student outcomes, teaching procedures, and teacher impressions are presented. Descriptive information regarding planning time, type of instructional format of team teaching, student groupings, and follow-up evaluation time was obtained through weekly teacher logs. Focus groups and written teacher comments provided information regarding teacher satisfaction of the team-teaching experience. Performance of typical students and students with learning disabilities on curriculum-based assessment measures given pre- and post team teaching suggest academic gains in reading and spelling for all students. The results of this study are discussed, and recommendations for further research are given.

A Consultation and Paraprofessional Pull-In System of Service Delivery A Report on Student Outcomes and Teacher Satisfaction

This article presents the results of an evaluation study conducted to assess the impact of a hybrid approach to educational partnership known as the consultation and paraprofessional Pull-In System (CAPPS) for serving at-risk students and those with mild academic disabilities. CAPPS is the synthesis of three predominant methods of shared responsibility in service delivery: (1) resource/consulting teacher (r/ct), (2) pull-in programming, and (3) utilization of paraprofessionals for service delivery. this article begins by providing a description of the CAPPS model and its implementation at an elementary school in a suburban area of the rocky mountain region using cross-grade grouping and outcome-based education as a basis for instructional programming and evaluation. Results from a quantitative and qualitative evaluation project designed to assess teacher attitudes, student outcomes, and number of referrals for special education services are presented. the article concludes with a discussion of the results followed by recommendations for implementation and further research.

A Cultural Perspective and the Second Wave of Educational Reform

A prerequisite call for understanding the culture of the school as well as the processes of change that are associated with the innovations brought by the new wave of educational reform is presented in this article. The school as a culture, variables of receptivity to change within the school culture, and the change process and its implications are examined.

A Call to Service: Service Learning as a Pedagogy in Special Education Programs

This article defines service learning and describes service learning as a distinct pedagogy from field-based professional programs. Fundamental components of service learning courses and guidelines for developing, implementing, and evaluating service learning courses in special education programs to majors and non-majors are presented.

Practitioners' Perspectives of Collaboration: A Social Validation and Factor Analysis

This investigation was designed to socially validate the characterization and operational definitions of collaboration as described in the professional literature and quantitatively identify salient features of collaboration. The study was conducted in two phases. The first phase employed an adelphi methodology asking practitioners to define and describe the collaborative process. Open-ended surveys were sent to teachers, special education teachers, administrators, and related service providers at the building, district, and state levels in 3 states representing distinct national regions. A content analysis team identified 35 thematic units that were used to create a second instrument for the second phase of the study, a factor analysis. Surveys were sent to teachers, special educators, administrators, and related service providers at the building, district, and state levels in 7 states. A factor analysis revealed 4 factors as salient components of collaboration. Results of the investigation socially validated most concepts of collaboration articulated in the literature. Overall, practitioners have a pragmatic view of the process of collaboration coupled with an emphasis on the collaborative ethic. Each identified factor is described and discussed. This article concludes with implications of these findings for professional preparation programs.

Utah's Response to Critical Issues and Needs An Experimental Field-Based Preparation Program For Teachers of Mild to Moderately Handicapped Students

The Utah State Board of Education adopted new special education certification standards in 1987, resulting in the establishment of cross-categorical endorsements in the specialty areas of mildly/moderately handicapped students and severely/profoundly handicapped students. While students eligible for special education services are assessed and categorized consistent with federal definitions of handicapping conditions, the state of Utah is striving to provide services for each special needs student based on student need rather than a specific label. The University of Utah has addressed critical and controversial issues regarding the preparation of special educators by developing an experimental noncategorical, field-based teacher education program to prepare educators to teach students with mild to moderate handicaps. The major component of the experimental program is that half of the program involves field experiences prior to student teaching. Teacher candidates must demonstrate mastery of specific objectives during courses and field experiences to receive an endorsement. This article examines issues and trends that contributed to the development of the teacher preparation program, provides a description of the experimental program, and discusses future directions.

Write, P.L.E.A.S.E.: A Video-Assisted Strategic Intervention to Improve Written Expression of Inefficient Learners:

This investigation is the second phase of ongoing field-testing of a metacognitive strategy for teaching written expression. The instructional activities of a video-assisted strategic intervention for developing written expression skills known as Write, P.L.E.A.S.E are described. The instructional activities were field-tested during the 1989 summer school session for at-risk students using treatment and comparison groups. An analysis of covariance revealed significant gains in the written expression skills of students in the treatment group over time. Results also suggested that the strategic intervention was significantly more effective than the traditional, grammar-based language arts instruction delivered in the comparison group.

Perspectives on the Future of IDEA

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the laws basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.