Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

High School Teacher Perceptions of the Student Assistance Team Process

  • Dr. Jeff Stoehr (Author)
  • Dr. Jody Isernhagen (Author)
DOI
https://doi.org/10.64546/jaasep.129
Abstract
The Student Assistance Team Process provides a framework of accommodations, interventions, and instructional strategies tailored to the specific needs of a student with behavioral or academic problems. This research study, taking place at six public high schools in a Midwestern school district, details teachers’ perceptions of the SAT Process and its effectiveness. While many teachers were mostly satisfied with the SAT Process, they also felt the process could be improved, particularly with regard to follow-up and teacher involvement. Of greatest concern is the finding that the majority of teachers feel that the SAT Process is only helpful some of the time. Given classroom teachers’ important role in ensuring that at-risk students succeed, these results should be taken into consideration when planning programs to assist at-risk students. The SAT Process has the potential to be a valuable intervention program for at-risk students, but changes are needed to realize this potential.
Keywords
Secondary School Teachers, Student Needs, Regular and Special Education Relationship, Behavior Problems, Intervention, At Risk Students
References

Anderson, E. S. (1997, May-June). A longitudinal test of a model of academic success for at-risk high school students. Journal of Educational Research, 90(5), 259-288. DOI: https://doi.org/10.1080/00220671.1997.10544582

Fad, K. M., & Patton, J. R. (2005). A practical perspective on functional behavioral assessments and behavior intervention plans. Intervention in School and Clinic, 40(3), 161-190. DOI: https://doi.org/10.1177/10534512050400030501

Kamps, D. M., Willis, H. P., Greenwood, C. R., Thorne, S., Lazo, J. F., Crockett, J. L., Akers, J. M., & Swaggart, B. L. (2003, Winter). Curriculum influences on growth in early reading fluency for students with academic and behavioral risks: A descriptive study. Journal of Emotional and Behavioral Disorders, 11(4), 211-224. DOI: https://doi.org/10.1177/10634266030110040301

Ketterman-Brockett, D. P. (1996). The classification of students experiencing school difficulty and the correlates of school success for at risk students. (Doctoral dissertation, University of California-Riverside, 1989). Dissertation Abstract International, 50, no. 05A.

Lewis, R. W. (2000). General education teacher’s knowledge of and attitudes toward identified students with attention deficit/hyperactivity disorder in the general education classroom. (Doctoral dissertation, The University of Alabama, 2000). Dissertation Abstract International, 61, no. 09A.

Michie, J. S. (2003). Instructional interventions. Journal of Education for Students Placed At Risk, 8(1), 61-85. DOI: https://doi.org/10.1207/S15327671ESPR0801_4

Stormont, M., Espinosa, L., Knipping, N., & McCathren, R. (2003, Fall). Supporting vulnerable learners in the primary grades: Strategies to prevent early school failure. Early Childhood Research & Practice, 5(3), 191-234.

There are 7 references in total.
How to Cite
Stoehr, J., & Isernhagen, J. (2011). High School Teacher Perceptions of the Student Assistance Team Process. Journal of the American Academy of Special Education Professionals, 6(1), 52-60. https://doi.org/10.64546/jaasep.129

Winter 2011

Article Information

  • Article Type Articles
  • Submitted January 15, 2011
  • Published February 15, 2011
  • Issue Winter 2011
  • Section Articles
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