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Canadian Journal of School Psychology
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Multidisciplinary School Teams: A Five-Year Follow-up Study

Ester Cole

Toronto Board of Education

Rob Brown

Toronto Board of Education

A total of 341 multidisciplinary staff members in 55 elenwntary and secondary schools participated in a 1995 study that identified the characteristics of students referred to school teams. The study was in part a replication of one done in 1990, with additional focus on team recommendations formulated during consultation. Many of the findings indicate that over the past five years, teams continued to focus on the same needs and the same model of service. The number of individual students referred to teams has somewhat increased, from a mean of 66 to a mean of 72 per year. The characteristics of sfudents referred to teams continue to emphasize academic performance deficits and social-emotional needs. Secondary teams were more likely to focus on school recommendations, whereas elententary teams were more likely to concentrate on class recommendations. Consultation with parents was viewed by team participants as highly important. Implications and suggestions for the practice of school psychology and multidisciplinary teams are discussed.

Canadian Journal of School Psychology, Vol. 12, No. 2, 155-168 (1997)
DOI: 10.1177/082957359701200212
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