Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Mary Staggs
Keywords
Prereferral Intervention, Remediation, Strategies, High-Risk Students, Learning Disabilities, Slow Learner, Low Achievement, Classroom Techniques, Underachievement, Prevention, Models, Early Intervention, Elementary Education.
Abstract
The goal of this practicum was to develop and implement a program of prereferral intervention strategies utilized with high-risk students in a first grade setting. The program was designed to maximize their performance levels and assist in avoiding the possibility of retention and/or referral for exceptional student education. Ten students were targeted to receive this intervention program. The children were provided one hour instructional periods three times per week for a period of 12 weeks. A multi-modality approach was applied utilizing visual, auditory, kinesthetic, and tactile approaches to learning. Major emphasis was placed on teacher and program collaboration. Weekly meetings were held with the classroom teachers to coordinate the supportive instruction to regular classroom expectations. Teacher reports were generated as a result of these meetings. Weekly parent reports were provided to inform parents of present and future objectives of the program. Children graphed their completed work on a daily basis and received immediate feedback regarding their accomplishments. Pre and post skills checklists and questionnaires were developed to monitor and assess academic, social and emotional growth. The outcome of this practicum is promising. The results demonstrate that prereferral intervention strategies are effective in facilitating academic, social and emotional growth with at-risk students and thus decrease referrals to exceptional student education and avoid retention, in some situations.