Practical Implications of Research on Referral and Opportunity to Learn. Monograph No. 22 [microform] / James Ysseldyke and Others

The paper summarizes findings from four studies on the referral process for students with academic and social/behavioral problems and several observational investigations on students' academic responding time. Research on referral addresses such aspects as reasons for referral, causes ascribed for difficulties, pre-referral classroom intervention, teachers' desired outcomes, and effects of institutional constraints and external pressures. Studies of academic responding time examined differences between students in regular and learning disabilities classrooms, with consideration of seven major topics including differences as a function of teacher-perceived academic and behavioral competence and students' reading group placement. The report recommends that classroom intervention be undertaken prior to a comprehensive psychoeducational evaluation of the student and following a teacher's referral. Interventions, it is suggested, should be based on classroom ecological variables. A response by a school psychologist concurs with the need for classroom intervention and suggests that psychologists work individuallly with children and teachers to develop a solution to the problem. (CL)