Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Special education--Planning; School psychologists; Group problem solving;

Abstract

The historical legislation mandating multidisciplinary teams (MDTs) in schools is well known, yet relatively little attention has been directed toward either evaluating systematic processes that would lead to the desired outcome of better services to all students or educating team members in problem solving content and process. The purpose of the study was to examine the factors that influence problem solving outcomes and other aspects of service delivery in MDT settings, including the changing role of school psychologists.

Results indicated much variability and little consensus in several areas: clarity of role expectations, family involvement, interdisciplinary collaboration, continuing educational training, and overall functioning and structure of multidisciplinary teams. Effective MDTs work to increase skill and knowledge in systematic problem solving, engage families in decision-making processes, demand equal member participation, and continue group process and team effectiveness training.

Year of Submission

2000

Degree Name

Master of Arts in Education

Department

Department of Educational Psychology and Foundations

First Advisor

Annette M. Carmer

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with the URL.

Date Original

2000

Object Description

1 PDF file (iii, 48 pages)

Language

en

File Format

application/pdf

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