This study examined the current practices of school-based intervention teams (SBIT) in New York State. SBIT are designed to provide immediate assistance to students and teachers, to enhance the ability of teachers to serve difficult-to-teach students within regular education classrooms, and to reduce the number of inappropriate referrals to special education. A mail questionnaire (N=T74; return rate=43%) found that a majority of teams meet once a week, during school hours, and consist of about nine members. SBIT members favor teacher intuition and classroom performance over data-based progress monitoring in deterrnining the effectiveness of interventions. The lack of personnel to perform data-based progress monitoring was rated as the most common obstacle to team effectiveness.
Library of Congress Subject Headings
Special education--New York (State); Psychological consultation
Department, Program, or Center
Department of Psychology (CLA)
Croft, Sean, "A descriptive study of school-based intervention teams in New York State" (2000). Thesis. Rochester Institute of Technology. Accessed from
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