An Analysis of Teachers' Prereferral Interventions for Students Exhibiting Behavioral Problems

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Abstract
The results of two studies are reported in which regular classroom teachers' prereferral interventions (both proposed and actual) for students with behavior problems were examined. In addition, specific aspects of teachers' interventions (e.g., how long teachers intervened and how they measured the effectiveness of their interventions) were analyzed. Results indicated that teachers both proposed and actually used interventions that involved teacher-directed actions. Yet, the specific nature and actual effectiveness of the interventions are questionable. These findings are discussed in terms of a systematic prereferral intervention procedure with implications for the consultative role of the school psychologist.