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,…

This study analyzed referrals made by school psychologists to families for counseling outside of the school setting. Thirty-three variables were explored as having possible relationships with the outcome of the referral recommendation. Findings were discussed in light of previous research. (Author)

The study reports on a comparative analysis of behavior disorder definitions and eligibility criteria for special education cooperatives (N=90) in the state of Illinois. Data regarding entrance and exit criteria and referral, evaluation and program placement procedures are evaluated. Among results were that 35% of respondents reported that no…

A survey of reference librarians working in 114 public libraries in metropolitan Chicago was conducted in 1983 to determine their acceptance of specific community information and referral (I&R) services, as defined by Thomas Childers in his nationwide survey of public libraries in 1978. A total of 106 responses to the 1983 survey were…

The source of employee recruitment has been related to numerous important work outcomes (e.g., turnover, performance), but reasons for this relationship are not known. To test the viability of two possible explanations for recruiting source effects, i.e., employee level of realistic expectation, or individual differences, information was gathered…

This paper discusses the role of social workers in uncovering the learning problems that contribute to the inappropriate school behavior of students classified as severely emotionally impaired. Case studies are used to illustrate students' weakened self esteem, the marked discrepancy between verbal and performance scores, the presence of factors…

The study focused on the special education identification through placement procedures for mildy handicapped students in one school district in order to: (1) describe what occurred in the decision making process in relation to what was "supposed" to occur, and (2) analyze collected data to identify factors which influenced decisions. Data were…

Described for regular classroom teachers are guidelines for identifying children who might have specific learning disabilities. (MC)

The Precision Referral Form (PRF) is described as a quick, accurate and easy instrument that enables teachers to communicate learning and behavior problems of students to resource or ancillary personnel and to pinpoint students' behaviors. (GW)

The document offers guidelines for an intake method used by the Kentucky Project for Early Education of Exceptional Children (PEEEC) staff in the placement of a referred child for special education services. Intake procedures are outlined for the following steps: initial referral, initial contact with parent, referral screening recommendations…

Information about the process for referring students to special education was collected from 47 regular and 5 special education teachers. Organizational factors, such as "district procedures" or an individual's perceptions of the professional competence of referral recipients, and availability of services were examples cited as…

A toll-free adult education information and referral hotline provided information and referral services to approximately 1500 adults in Region IX in Texas from September 1980 to June 1981. Adult education co-ops and testing centers forwarded pertinent program information (class schedules, General Educational Development testing information) to the…

The manual presents step by step procedures for referral to the Longfellow Education Center (Minneapolis, Minnesota) which provides psychoeducational services for emotionally disturbed children in grades 6 through 9. Following a section on general criteria for eligibility is an outline for the six referral steps: screening, followup meeting,…

The manual presents step by step procedures to be followed for referral to the Longfellow Education Center, a Minnesota program for emotionally disturbed adolescents. Procedures are outlined for the following steps: determining eligibility criteria, screening, conducting a followup meeting, making a referral, securing permission to refer for…

The extent to which computer simulated classification decisions within special education were differentially affected by information presented at the time of the referral was investigated. Decisions about 16 different cases were evaluated and found to be a function of referral information rather than child performance data. The outcomes are…