This prospective study found that self-reported attitudes toward peer aggression among 403 middle school students were both internally consistent and stable over time (7 months). Aggressive attitudes were correlated with four outcome criteria for aggressive behavior: student self-report of peer aggression; peer and teacher nominations of bullying;…

Elementary teachers (N=276) reviewed a vignette of a hypothetical gifted student described as having either mild or moderate behavioral problems and either nonlabelled or labelled as behaviorally disordered (BD). Teachers were more likely to refer the mildly disturbed student for placement in a gifted program and were not significantly influenced…

Elementary school teachers (N=104) were sent brief description of common classroom problem and information designed to alter their sense of control over the problem. Results indicated that increasing teachers' perceptions of control over the problem resulted in an increased preference for consultative rather than referral services. (Author/NB)

The article examines assumptions associated with prereferral interventions of consultation and informal problem-solving teams with at-risk students. Critical analyses of the benefits and limitations of both the consultation and informal problem-solving team approaches are offered, and alternative conceptions of prereferral practices are then…

This article discusses alternative intervention strategies for education problems in the inclusive classroom prior to evaluating a student for special education placement. Classroom management aspects discussed include the physical setting, daily schedule, instructional delivery, reinforcement plan, classroom rules, and appropriate communication…

Explored student and classroom factors that place children at risk for referral to special education. One teacher-nominated at-risk student and one teacher-nominated not-at-risk student were observed in each of 24 regular primary education classrooms. Results indicated significant differences between at-risk students and their peers on academic…

The study calculated "teacher student discordance" for 12 grade 1 teachers and 45 at-risk students. At the end of the school year, students were divided into three groups (positive, neutral, negative) based on teacher recommendations regarding placement. In general, T-S Discordance did not discriminate across teacher recommendation…

This study evaluating race and gender differences in the occurrence and treatment of disciplinary problems in 4,391 elementary and secondary school children's files found substantial differences between males and females and between whites and African Americans in number of referrals for disciplinary action, frequency of corporal punishment, and…

Male and female graduate students (n=103) employed in various work setting were asked to imagine themselves either as having been referred to counseling by their supervisors or as having referred themselves. Responses to Expectations about Counseling Questionnaire revealed no differences for referral condition; sex differences were found on 6 of…

In response to the establishment of school-based teacher support teams to assist teachers serving students with learning and behavior problems in the general classroom, this article summarizes data from 5 studies of 96 teams concerning team goals, team impact on student performance and special education referral, reactions of classroom teachers,…

Explored whether classroom teachers' (n=40) perceptions of difficult-to-teach (DTT) students are racially biased. Subjects each nominated DTT student most likely to be referred for psychological evaluation and placement in special education. One-half DTT students were white, one-half were black. Results indicated black teachers and white teachers…

Project Safety Net identifies low-income urban frail elderly and provides comprehensive geriatric assessment and referral. During 8-month period, 814 older persons were screened including high proportions who were widowed (51%) and who lived alone (66%). Effectiveness of program remains to be determined in randomized clinical trials. (Author/NB)

A survey of 67 women parolees in the greater Boston area suggests that factors of parole, characteristics of the parolee, and elements of the offense combine to discriminate between women who use social services and women who do not. Recommends correctional policies based on the link between social services and a reduction in continued…

The relationships among transitional first-grade referrals, school characteristics, and children's personal and school readiness characteristics were studied with 223 students referred to developmental first-grade programs. Results indicate the complexity of referrals to transitional first-grade programs and identify characteristics of children…

Teachers (N=20) described problems, goals, interventions, data collection, and consultation practices employed across prereferral, prereferral intervention, referral, and postreferral phases of service delivery for mildly handicapped students. Findings highlight teachers' difficulties with data collection and intervention practices. Implications…