The purposes of this experimental study were to (a) determine if teacher directed collaboration significantly reduced the number of students who were referred for special education placement and (b) if using a pre-referral process, such as consultation, increased the accuracy of teachers identifying children with a qualifying disability. One school that used teacher directed collaboration was compared to two schools that were not in a suburban Maryland community. Data was reviewed from each school on the number of children who were referred, assessed, and qualified for special educational services. Significant results were found using a Pearson Chi-Square (p<.01) for the amount of referrals made at each school, with the school using teacher directed collaboration having a fewer amount. The results of this study support the use of teacher directed collaboration. Further research should include a larger sample size and comparisons to referral rates prior to the introduction of teacher directed collaboration.
","abstract_html":"<p>The purposes of this experimental study were to (a) determine if teacher directed collaboration significantly reduced the number of students who were referred for special education placement and (b) if using a pre-referral process, such as consultation, increased the accuracy of teachers identifying children with a qualifying disability. One school that used teacher directed collaboration was compared to two schools that were not in a suburban Maryland community. Data was reviewed from each school on the number of children who were referred, assessed, and qualified for special educational services. Significant results were found using a Pearson Chi-Square (p<.01) for the amount of referrals made at each school, with the school using teacher directed collaboration having a fewer amount. The results of this study support the use of teacher directed collaboration. Further research should include a larger sample size and comparisons to referral rates prior to the introduction of teacher directed collaboration.</p>","abstract_has_math":false,"creators":["Harbert, Lindsey"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Klanderman, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-02T07:00:00Z","date_published":"2005-05-02T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Special education; Teaching teams","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1010","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Klanderman, John"]},{"key":"dc:creator","label":"Author","values":["Harbert, Lindsey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special education; Teaching teams","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1010"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this experimental study were to (a) determine if teacher directed collaboration significantly reduced the number of students who were referred for special education placement and (b) if using a pre-referral process, such as consultation, increased the accuracy of teachers identifying children with a qualifying disability. One school that used teacher directed collaboration was compared to two schools that were not in a suburban Maryland community. Data was reviewed from each school on the number of children who were referred, assessed, and qualified for special educational services. Significant results were found using a Pearson Chi-Square (p<.01) for the amount of referrals made at each school, with the school using teacher directed collaboration having a fewer amount. The results of this study support the use of teacher directed collaboration. Further research should include a larger sample size and comparisons to referral rates prior to the introduction of teacher directed collaboration.
"]},{"key":"dc:title","label":"Title","values":["Teacher directed collaboration: effects on referrals to special education"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Klanderman, John"],"dc:creator":["Harbert, Lindsey"],"dc:date.available":["2016-04-12T07:00:00Z"],"dc:description.abstract":["The purposes of this experimental study were to (a) determine if teacher directed collaboration significantly reduced the number of students who were referred for special education placement and (b) if using a pre-referral process, such as consultation, increased the accuracy of teachers identifying children with a qualifying disability. One school that used teacher directed collaboration was compared to two schools that were not in a suburban Maryland community. Data was reviewed from each school on the number of children who were referred, assessed, and qualified for special educational services. Significant results were found using a Pearson Chi-Square (p<.01) for the amount of referrals made at each school, with the school using teacher directed collaboration having a fewer amount. The results of this study support the use of teacher directed collaboration. Further research should include a larger sample size and comparisons to referral rates prior to the introduction of teacher directed collaboration.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1010"],"dc:subject":["Special education; Teaching teams","Educational Psychology"],"dc:title":["Teacher directed collaboration: effects on referrals to special education"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:52Z"}