Maximizing the effectiveness of building teams in response to intervention implementation.
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| Title: | Maximizing the effectiveness of building teams in response to intervention implementation. |
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| Authors: | Nellis, Leah M. (AUTHOR) |
| Source: | Psychology in the Schools. Mar2012, Vol. 49 Issue 3, p245-256. 12p. 1 Chart. |
| Subjects: | Teaching teams, Response to intervention (Education), Data-based decision making in education, Educational evaluation utilization, Teaching methods, Educational intervention |
| Abstract: | In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data-based decision making occurs at the school, grade, small-group, and individual student level. Thus, high-quality teaming practices are critical for the realization of the potential outcomes associated with RtI and intervention efforts. Existing research has identified various barriers to the implementation of high-quality team practices. This article summarizes the history of teaming in schools, discusses potential barriers, and offers strategies for enhancing team practices and maximizing the outcomes of teaming. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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