A qualitative analysis of factors influencing the interpersonal dynamics of a prereferral team.

The reauthorized Individuals with Disabilities Education Improvement Act (IDEIA) encourages the use of problem-solving prereferral approaches and permits local education agencies to use 15% of federal funds for early intervention services for students who have not been identified as needing special education but who need additional academic and behavioral support to succeed in a general education environment. There is limited knowledge about the process prereferral teams use in a problem-solving approach and about desirable team practices. The purpose of this qualitative study was to examine the factors influencing the interpersonal dynamics of a prereferral process nominated as exemplary by district administrators. An awareness of the factors affecting the interpersonal interactions of prereferral teams may guide states in developing the early intervention services envisioned by the IDEIA. Implications for school psychologists and directions for future research are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)