Evaluating the effectiveness of the revised child study procedures in Henrico County public schools (Virginia)

The purpose of this study was to evaluate the effectiveness of the revised child study procedures within Henrico County Public schools. Procedural changes were based upon recommendations from child study surveys completed by teachers and child study chairs during the 2000--2001 school year. The new procedures closely paralleled those referred to in the literature as collaborative problem solving.; The impact of these procedures was evaluated pre- (fall of the 1999--2000 school year) and post- (fall of the 2003--2004 school year) implementation and training within the schools. Changes were examined across several domains including: total survey responses for teachers and child study chairs, perceptions of teachers and child study chairs on three aspects of the revised process (i.e., meeting organization, teacher support, emphasis on data), the number of child study referrals compared to the number of IDEA evaluations, and principals' perceptions of the degree of implementation of procedures. Service delivery changes were evaluated for school psychologists as well, specifically regarding the number of teacher evaluations and curriculum-based assessments completed.; Results of the data analyses indicated a significant increase in teacher total survey responses from time 1 (pre-) to time 2 (post-), with no statistically significant change in total responses for child study chairs. On the three specific aspects of child study, a significant change (decrease) in perceptions of teacher support was noted. The number of IDEA evaluations and child study referrals significantly increased from time 1 to time 2. Principals' perceptions indicated that many elements of the revised procedures were being implemented "almost always" within the schools. Finally, service delivery changes were not indicated for school psychologists in the areas of teacher consultations and curriculum-based assessment.