Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research…

With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs (i.e., "severe" disabilities) in this tiered system must be considered. These students remain…

Students (N=147) referred for special education evaluation by curriculum-based and traditional methods were compared. Numbers referred through each method were similar. Academic achievement was almost the sole criterion in teacher referral and Ss referred through weekly achievement measurements were as likely as teacher referred Ss to demonstrate…

Analysis of teacher ratings, referral, and special education placement data on 74 hyperactive and 101 control Ss revealed that hyperactive Ss were more likely to be served by special education than control Ss. Aggression among hyperactive but not control Ss was associated with receiving services. (CL)

The impact of four early childhood education screening programs intended to identify handicapped children was evaluated using ecological case study methods. Results suggested that few screening and referral practices influenced screening outcomes in a consistent manner. (Author/DB)

The incidence figures of handicapped children in a sample of school districts were calculated. During the 1977-78, 1978-79, and 1979-80 school years, four to five percent of the students were referred or evaluated; three percent were placed in special education programs, with wide variation in the data supplied by individual school districts.…

Interviews with 39 classroom teachers regarding referral practices revealed disparities with federal policy regarding protections to assure fairness in the identification and placement process. Policy alternatives are posed. (CL)

Educational decision makers (N=224) participated in a computer simulated decison making experience designed to ascertain the extent to which referral information biased classification decisions. Ss ignored standardized test information indicative of average performance and retained the stereotype created by the referral information. (Author)

Attitudes and personal characteristics of 32 regular class teachers who either had or had not referred mildly retarded children (7 to 9 years old) for special class placement were examined. (Author/DB)

Relationships between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education were explored with 230 Dutch primary teachers. Teacher self-efficacy and pupil problem type (learning or behavioral) proved to be significant predictors of problem ratings and referral chances. (Author/DB)

Responses of 232 children or adults receiving medication for hyperactivity and 100 mothers of these children revealed that teachers were often not included in referral, diagnosis, or withdrawal of medication; standardized evaluation instruments were rarely used; and direct communication with the physician was virtually nonexistent. (Author/CL)

This study demonstrates the utility of integrating birth certificate record data with an existing disability-tracking database for the purpose of evaluating early identification efforts. The authors examined referral rates of preschool-age children for several known disability risk factors. Low birthweight, low maternal education, and prematurity…

This study of 439 pupils (grades 1-8) referred for special education evaluation found that both parents and teachers referred primarily for academic reasons. Parents referred higher functioning pupils than teachers referred. White parents were more likely than minority parents to refer their children, but teachers were more likely to refer…

A review of 10 studies on the rates of referral for intervention or assessment of students from three racial groups (Caucasian, African American, and Hispanic), found the mean risk ratios comparing the referral rates between African American and Caucasian students were significantly different from zero. (Contains references.) (Author/CR)

Regular and special educators (n=192) were assigned a case study describing a student having a learning and/or behavior problem and made a placement decision. Results indicated that regular and special educators were most likely to agree with regular class placement when they were high in both personal efficacy and teaching efficacy. (Author/JDD)