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Effective School Teams: Benefits, Barriers, and Best Practices

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Book cover Handbook of School Mental Health

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

As a result of federal mandates such as the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) as well as the increasing use of methods such as Positive Behavior Intervention Support (PBIS) and Response to Intervention (RtI) for providing necessary school services to students, interdisciplinary teams have become the norm rather than the exception in schools (Algozzine, Newton, Horner, Todd, & Algozzine, 2012; Nellis, 2012). School-based teams operate under a variety of names (student assistance teams, pre-referral teams, peer intervention teams, instructional consultation teams, teacher assistance teams, school improvement teams) and have an array of functions, including student referral and evaluation, planning service delivery, implementing evidence-based practices, and achieving systems change (Bahr & Kovaleski, 2006; Bahr, Whitten, & Dieker, 1999; Nellis, 2012).

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Notes

  1. 1.

    Getting to Outcomes and GTO are trademarks registered by the University of South Carolina and RAND (Wandersman, Imm, Chinman, & Kaftarian, 1999, 2000).

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Authors and Affiliations

  1. Department of Psychology, University of South Carolina, 1512 Pendleton St, 29208, Columbia, SC, USA

    Robert S. Markle & Joni W. Splett

  2. University of Missouri, Columbia, MO, USA

    Melissa A. Maras

  3. Columbia College, Columbia, MO, USA

    Karen J. Weston

Authors
  1. Robert S. Markle
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  2. Joni W. Splett
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  3. Melissa A. Maras
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  4. Karen J. Weston
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Correspondence to Robert S. Markle .

Editor information

Editors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, South Carolina, USA

    Mark D. Weist

  2. Department of Psychiatry, University of Maryland School of Medicine, Baltimore, Maryland, USA

    Nancy A. Lever

  3. Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA

    Catherine P. Bradshaw

  4. Department of Psychology, Ohio University, Athens, Ohio, USA

    Julie Sarno Owens

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Markle, R.S., Splett, J.W., Maras, M.A., Weston, K.J. (2014). Effective School Teams: Benefits, Barriers, and Best Practices. In: Weist, M., Lever, N., Bradshaw, C., Owens, J. (eds) Handbook of School Mental Health. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7624-5_5

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