A meta-analysis of prereferral intervention teams: Student and systemic outcomes

Matthew K. Burns, Todd Symington

Research output: Contribution to journalArticlepeer-review

59 Scopus citations

Abstract

Although prereferral intervention teams (PIT) are common in public schools, there is little and conflicting research to support them. The current article conducted an empirical meta-analysis of research on PITs by reviewing 72 articles. Nine of the articles matched the inclusion criteria for the study and 57 effect size (ES) coefficients were computed, which resulted in a mean ES of 1.10. The studies were further broken down by category of dependent variable (DV), and resulted in a mean ES of 1.15 for student outcomes and 0.90 for systemic outcomes. PITs that were implemented by university faculty resulted in a mean ES of 1.32, but field-based PITs resulted in a mean ES of only .54. Studies that used random assignment resulted in higher ES coefficients than those that used nonrandom assignment. Implications for research and cautious suggestions for practice are discussed.

Original languageEnglish (US)
Pages (from-to)437-447
Number of pages11
JournalJournal of School Psychology
Volume40
Issue number5
DOIs
StatePublished - Sep 1 2002

Keywords

  • Meta-analysis
  • Outcomes
  • Prereferral intervention

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