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Teacher Assistance Team Social Validity: A Perspective from General Education Teachers

Teacher Assistance Team Social Validity: A Perspective from General Education Teachers <p>General education teachers are the most frequent consumers of Teacher Assistance Team (TAT) services; therefore, their satisfaction with the purpose, process and outcome associated with this model of prereferral intervention may influence its acceptability, use, implementation, and effectiveness (social validity). Seven empirical studies assessing TAT social validity as reported by general education teachers were analyzed for this research review. Results indicated that generally stated, teachers were slightly satisfied with the purposes of TAT and the quality of interpersonal assistance they received from team members. However respondents were neutral to slightly dissatisfied with the overall TAT process, intervention quality, and outcomes. Implications of these results on future TAT utilization and research recommendations also are presented.</p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Teacher Assistance Team Social Validity: A Perspective from General Education Teachers

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Publisher
West Virginia University Press
Copyright
Copyright © 2007 the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

<p>General education teachers are the most frequent consumers of Teacher Assistance Team (TAT) services; therefore, their satisfaction with the purpose, process and outcome associated with this model of prereferral intervention may influence its acceptability, use, implementation, and effectiveness (social validity). Seven empirical studies assessing TAT social validity as reported by general education teachers were analyzed for this research review. Results indicated that generally stated, teachers were slightly satisfied with the purposes of TAT and the quality of interpersonal assistance they received from team members. However respondents were neutral to slightly dissatisfied with the overall TAT process, intervention quality, and outcomes. Implications of these results on future TAT utilization and research recommendations also are presented.</p>

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jun 13, 2007

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